الفهرس 
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Abstract
Background: The expanding usage of technology in healthcare education has permitted the creation of simulation as one of the innovative educational methods in healthcare educational programs. Simulation has been valued to have a significant impact in improving the learning environment by using real-life scenarios with different and suitable fidelity types- low, medium or high- to fulfill the intended learning outcomes for undergraduate as well as postgraduate students. Aim of study: to compare between low -fidelity simulation and high -fidelity simulation regarding nursing students’ self-confidence, achievement and satisfaction. Research design: A comparative research design was utilized. Sample: A convenient sample of 102 nursing students (51 for each group) was included in the current study. Setting: This study was carried out at the learning and simulation laboratories at Nursing Faculty, Modern University for Technology and Information. Three tools were utilized for data collection: Tool I: Student Satisfaction and Self-Confidence in Learning to assess the students’ self-confidence level with the simulation. Tool II: Adult Cardiopulmonary Resuscitation (CPR) achievement observational checklist to assess nursing students’ CPR performance. Tool III: The Satisfaction with Simulation Experience Scale to measure student satisfaction with simulation. Results: revealed that 82.4% of the studied nursing students had high confidence level for both groups. Meanwhile, 15.7% of the studied nursing students had competent level for low fidelity group compared to 84.3% had competent level for high fidelity group with a statistical significance difference between the two groups at P= 0.003. Moreover; 98%, 92.2% respectively of the studied nursing students had high satisfaction level for both low and high fidelity simulation groups. Conclusion: Nursing Students’ self-confidence was equal in both low and high fidelity simulation groups. Meanwhile, the nursing Students’ achievement in Cardiopulmonary Resuscitation (CPR) was significantly increased with the use of high fidelity simulation compared to low fidelity simulation. Moreover, nursing students’ satisfaction was slightly higher in low fidelity simulation compared to high fidelity simulation group. Recommendation: Future studies are recommended to: evaluate nursing instructors’ perception, knowledge, self-confidence and satisfaction regarding high fidelity simulation as a teaching and evaluating tool.