High-level realism in simulation: A catalyst for providing intimate care

Background: For many nursing students, their first experience providing intimate care will be during clinical placement, away from the safety of the classroom. Method: First-year students (n ¼ 99) completed an open-ended survey before and after participation in an on-campus fundamentals of nursing session on toileting and showering that used Mask-Ed (KRS simulation). Inductive content analysis informed the analysis of data. Results: The main theme of shifting of confidence describes the movement from fear of engaging in intimate touch to complete nursing tasks (showering and attending to hygiene needs) to touch as means for engaging in intimate care. The realism and vulnerability of the Mask-Ed simulation was the catalyst for this shift that placed the person at the center of the care delivery. Conclusions: Within the safety of the classroom, Mask-Ed allowed students to authentically experience the shock factor of caring for a naked elderly woman. The Mask-Ed educator then reconstructed the students’ experience to lead them to patient-centered care. The findings of this study suggest that the Mask-Ed simulation technique is well positioned to teach intimate care.