The Impact of Simulation on Knowledge Gain Regarding Diabetic Patient Care
Review TypeNone: Sigma Grant Recipient Report
Repository Posting Date2019-07-01T18:00:35Z
Author DetailsAimee Woda PhD, RN-BC
Lead Author Sigma AffliationDelta Gamma at-Large
Lead Author AffliationMarquette University
Level of EvidenceQuasi-Experimental Study, Other
Research ApproachQuantitative Research
CINAHL HeadingsPatient Simulation; Students, Nursing; Student Knowledge--Evaluation; Diabetic Patients; Student Knowledge
Summary: The purpose of this study was to evaluate the impact of a high-fidelity simulation experience on traditional pre-licensure nursing students’ knowledge and performance related to the care of the diabetic patient. Kolb’s Experiential Learning Theory served as the framework for this study. This theory includes concrete experience, reflective observation, abstract conceptualization, and active experimentation, which describe learning as a continuous process. Methodology: Traditional pre-licensure nursing students from three Midwest universities participated in this multi-site study. A quasi-experimental pre/posttest design was utilized incorporating the INACSL Standards of Best Practice: SimulationSM. The pre/posttest were made up of 20 multiple-choice items. Ten items related to the nursing skills (“performance”) and ten items related to course content not directly related to the simulation (“knowledge”). Performance was evaluated using an evaluation rubric that paralleled ten pre/posttest items. After attending a lecture on diabetes, participants completed the pretest and participated in a simulation during which their performance was evaluated. Immediately after the simulation, they completed the posttest. Findings: It was found that simulation did not have a significant effect on total change scores (p = 0.137) or knowledge items change scores (p = 0.137). Simulation did have a positive effect on performance items change scores (p < .001). As anticipated, there was a large positive correlation between pretest scores and posttest scores (r = 0.656). There was also a small positive correlation noted between simulation performance scores and pretest (r = 0.196) and posttest scores (r = 0.280). Recommendations: This study provides evidence that didactic course content with simulation may improve performance and application of theory content in simulation. Thus, supporting the alignment of didactic and simulation activities, to improve knowledge transfer. Further research is needed to evaluate learner outcomes with more exposure to simulation throughout their program.
Conference NameATI Nurse Educator Summit
Conference HostAssessment Technologies Institute (ATI)
Conference LocationSavannah, Georgia, USA
NotesThe Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.
Poster submitted in lieu of grant report.
Dr. Woda is the 2016-2017 recipient of the Sigma/Chamberlain College of Nursing Research Grant
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