ABSTRACT
Purpose: The purpose of this review was to identify the best evidence on the effectiveness of using high fidelity simulation technology for learning outcomes in nursing education. Methods: An integrative review was used to assess the effectiveness of high fidelity simulation in nursing education. Data search was between 2008 to 2018 using Google Scholar, Scopus, Web of Science, Science Direct, Pub Med, Medline, CINAHL, EBSCO, Cochrane, ERIC, Joanna Briggs Institute and EBSCO host. A total of 17 articles met the eligibility criteria. Results: The seventeen reviewed articles were adopted mixed method designs, randomized controlled trial, quazi-experimental, and correlational studies. Themes were: self-satisfaction and confidence, clinical decision-making, and clinical judgment. Conclusion: Nursing literature supports the importance of including high fidelity simulation in nursing education. HFS provides diverse learning experiences, promotes decision-making and clinical judgment, self-satisfaction and self-confidence to develop assessment and safe practice. Implication: Nursing educators can create a variety of patient conditions for collaborative nursing care for increasing learning outcomes.