Indiana University-Purdue University Indianapolis (IUPUI) / Simulation is an educational strategy used in prelicensure nursing
education that has been demonstrated to effectively replace selected clinical
experiences. Simulation experiences may include the use of differing roles
including the active participant, who makes decisions during the simulation and
the passive observer, who watches the simulation unfold. There is a lack of
rigorous research testing whether students in the passive observer role during
simulations demonstrate and retain knowledge similarly to those in active
participant roles. In addition, differences in knowledge applied to a contextually
similar case between those who actively participate and passively observe have
not been studied.
The purpose of this study was to explore the relationship between nursing
student’s roles in simulation and cognitive knowledge demonstration, retention,
and application about two contextually similar cases of respiratory distress. An
experimental, pretest-multiple posttest, repeated measures study was conducted
with a convenience sample of 119 baccalaureate prelicensure nursing students
from a large multi-campus Southwestern university. Two knowledge instruments
were administered throughout different stages of the simulation and four weeks
later. Associations between role in simulation and scores on the knowledge instruments were examined using t-tests and mixed repeated measures-analysis
of variance.
Of the 59 active participants and 60 observers, there were no significant
differences in knowledge demonstrated or retained after simulation, after
debriefing, or four weeks later. Additionally, there were no significant differences
in knowledge demonstrated when applied to a contextually similar case after
debriefing or four weeks later between active participant and observer. Future
research is needed to examine these relationships in larger and more diverse
samples and different contextual clinical situations in simulation. These results
will contribute to the further testing and implementation of using observation as a
strategy for teaching and learning with simulation for nursing and health
professions education.
| Identifer | oai:union.ndltd.org:IUPUI/oai:scholarworks.iupui.edu:1805/17714 |
| Date | 25 July 2018 |
| Creators | Johnson, Brandon Kyle |
| Contributors | Reising, Deanna L., Wonder, Amy Hagedorn, Friesth, Barbara Manz, Byrne, Bobbi J. |
| Source Sets | Indiana University-Purdue University Indianapolis |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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