Diversity of Nursing Student Views About Simulation Design: A Q-Methodological Study

Abstract

Results suggest that nurse educators need to reaffirm that students clearly understand the purpose of each simulation activity. Nurse educators should incorporate presimulation assignments to optimize learning and help allay anxiety. The five perspectives discovered in this study can serve as a tool to discern individual students' learning needs.

Survey of factors influencing learner engagement with simulation debriefing among nursing students

“…Nursing students in our study could actively engage in the simulation‐based learning because our simulation course was designed with high‐fidelity scenarios and settings. Nurse educators need to ensure that students clearly understand the purpose or objective of each simulation activity to optimize simulation‐based learning (Paige & Morin, ). The findings confirm the importance of effective simulation design for learner engagement.…”

Anxiety, Nursing Students, and Simulation: State of the Science

“…Anxiety due to criticism by the faculty also emerged. Criticism, even if constructive (Duers & Brown, 2009), was associated with an increase in anxiety (Cordeau, 2010;Paige & Morin, 2015). In addition, a fear of being criticized, or judged, emerged (Beischel, 2013;Cato, 2013;Cordeau, 2010;Teixeira et al, 2014).…”

“…The theme of The Unknown describes the experience of students who indicated their anxiety was associated with a lack of knowledge. It included students who have a lack of experience in simulation (Beischel, 2013), as well as lack of preparation (Beischel, 2013;Cato, 2013;Paige & Morin, 2015) and minimal orientation to the simulation setting, including the manikin and the equipment (Cato, 2010). Lack of student-completed assignments, lack of faculty-provided preparation, and lack of adequate preparation could affect this theme.…”

“…Performing in front of faculty and peers is found to produce anxiety, regardless of summative or formative assessment (Beischel, 2013;Cordeau, 2010;Paige & Morin, 2015;Teixeira et al, 2014), although one study found that formative assessment produced less anxiety (Duers & Brown, 2009). Cordeau (2010) found an association between debriefing and anxiety related to self-critique and a lack of debriefing experience.…”

“…The fear of making mistakes can lead to increased student anxiety (Beischel, 2013;Cordeau, 2010;Cato, 2013, Najjar et al, 2015. However, students recognized that mistakes occur but can be learned from (Cordeau, 2010;Duers & Brown, 2009;Lasater, 2007;Paige & Morin, 2015). Cheung and Au (2011) identified that induced anxiety led to poor performance of clinical skills.…”