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Effects of Participation vs. Observation of a Simulation Experience on Testing Outcomes: Implications for Logistical Planning for a School of Nursing
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Barbara G. Kaplan
Published/Copyright:
June 29, 2012
Abstract
The simulation program within our nursing curriculum covers a wide array of content areas and has been rated very highly by students and faculty. Due to this success, requests for increased simulation experiences have grown dramatically. The challenge lies, however, in logistically accommodating large student groups in finite periods of time. To overcome these constraints, an alternative plan was devised where half of the students actively participate in the simulation while their cohort observes. Both groups participate in the debriefing process. Findings revealed no significant differences (p=.97) between the simulation and observational groups on scoring of the test items related to this content (n=92). Over 70% reported the simulation experience as enjoyable, well-organized, clarified issues, increased knowledge and prepared them to work in a hospital. These findings indicate that the use of this alternate plan was effective for student learning and could therefore be incorporated into the simulation program design.
Published Online: 2012-6-29
©2012 Walter de Gruyter GmbH & Co. KG, Berlin/Boston
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Keywords for this article
simulation;
observing simulation;
nursing education;
simulation/problem-based learning
Articles in the same Issue
- Article
- Educating Leaders in Nursing: Faculty Perspectives
- Self-Efficacy and Resilience in Baccalaureate Nursing Students
- Surveying the Orientation Learning Needs of Clinical Nursing Instructors
- Integrating Advanced Writing Content into a Scholarly Inquiry in Nursing Course
- Nursing Students' Perceptions of Clinical Teachers' Use of Empowering Teaching Behaviours: Instrument Psychometrics and Application
- A Model of Nursing Student Retention
- International Experiences in Nursing Education: A Review of the Literature
- Building Bridges: An Interpretive Phenomenological Analysis of Nurse Educators' Clinical Experience Using the T.R.U.S.T. Model for Inclusive Spiritual Care
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- Transforming Nursing Education: A Review of Current Curricular Practices in Relation to Benner's Latest Work
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