Impact of debriefing sessions following viewing of recorded high fidelity simulation scenarios on knowledge acquisition, self-confidence, and satisfaction: a quasi-experimental study

The role of the nurse educator is complex and it is imperative that educators design pertinent learning activities including implementation of innovative teaching strategies while using the latest pedagogical techniques, and evaluating that learning occurred. This study utilized a quantitative, quasi-experimental, comparison group, crossover design and compared teaching strategies using simulation in the classroom. The purpose of the study was to determine if fourth semester Associate of Science in Nursing students who participated in debriefing sessions after watching recorded high-fidelity simulation scenarios in a nursing class obtained higher examination scores than those who received the same content through traditional lecture format with case studies. The participants also reported their satisfaction with the teaching methods used in the classroom and their feelings of self-confidence in learning the new material. The study sample included 63 participants in two different groups for the first portion of the study and 50 participants for the second portion. After analyzing the descriptive data, there were no significant differences identified between the two study groups. Each of the three hypotheses was tested on two different occasions through the crossover design of the study. Results revealed a significant higher cardiac examination score for the group of participants who received the lecture and case studies for the cardiac content. However, there were no significant differences on the exam scores of hypoperfusion content when comparing the two groups. Both groups of participants reported a significantly higher satisfaction and self-confidence score with the lecture and case study teaching strategy. This study utilized an active teaching strategy for a group of participants who were accustomed to a lecture format classroom and they continued to prefer that type of teaching strategy. Perhaps a few changes to the simulation experience would change the students\u27 perceptions. Further research needs to be conducted to assess outcomes with using simulation in the classroom to evaluate its worth to nursing education

Effect of Simulation Role on Clinical Decision-Making Accuracy

Background: Clinical simulation affords valuable practice with the process of clinical decision-making. Participation in the simulation experience often includes various roles (e.g., primary nurse; observer) as well as familiar and unfamiliar situations. Method: This study used a quantitative, mixed factorial design. Results: Role did not impact clinical decision-making accuracy on the familiar situation. On the unfamiliar situation, observers outperformed other roles, whereas family members were markedly less accurate. Conclusion: These results emphasize the need for students to rotate through various roles and for educators to consider the nature and goal of the scenario when deciding what types of roles to assign