Abstract: Objective To explore the effect of expert demonstration-based high-fidelity simulation on clinical judgment of nursing students in higher vocational college. Methods A total of 87 3-year program nursing students were randomly divided into experimental group with expert demonstration-based high-fidelity simulation (n=43) and control group receiving conventional high-fidelity simulation (n=44). Student Satisfaction and Self-Confidence in Simulation Learning developed by the National League for Nursing and the Lasater Clinical Judgment Rubric (LCJR) were used to evaluate the effect. Results Satisfaction and self-confidence score in experimental group was slightly higher, showing no statistical significance (P>0.05). In expert rating, the total score of LCJR and the score of assessment and observation, analysis and decision-making and implementation in experimental group were higher (P<0.05), but in student self-assessment, the score of LCJR indicated no statistical significance (P>0.05). Conclusion Expert demonstration-based high-fidelity simulation, catering to students' subconscious need for role modeling, effectively enhances students' clinical assessment, reasoning, and decision-making abilities. It is recommended to further promote collaborative nursing education and develop rich expert-demonstration combined with audio-enhanced thinking information resources to assist students in understanding the reasoning strategies and thought processes experts employ when solving various clinical problems.

Key words: nursing education, teaching methods, computer simulation, expert demonstration