The impact of debriefing sessions following viewing of recorded high fidelity simulation scenarios on knowledge acquisition, self-confidence, and satisfaction: A quasi-experimental study
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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’ perceptions. Further research needs to be conducted to assess outcomes with using simulation in the classroom to evaluate its worth to nursing education.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3404528; ProQuest document ID: 516394353. The author still retains copyright.
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
| Type | Dissertation |
| Acquisition | Proxy-submission |
| Review Type | None: Degree-based Submission |
| Format | Text-based Document |
| Evidence Level | Quasi-Experimental Study, Other |
| Research Approach | Quantitative Research |
| Keywords | Nursing Simulation; Teaching Strategies; Learning Methods |
| CINAHL Subject(s) | Student Satisfaction; Simulations; Students, Nursing; Teaching Methods; Student Satisfaction--Evaluation |
| Grantor | University of Northern Colorado |
| Advisor | Leners, Debra; Merrill, Alison |
| Level | PhD |
| Year | 2010 |
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