Effects of Participation vs. Observation of a Simulation Experience on Testing Outcomes: Implications for Logistical Planning for a School of Nursing

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.

Interprofessional Simulation Olympics as a platform to assess team work knowledge acquisition

“…Findings of this study may also support the use of observation of simulation scenarios as a method to evaluate learning. Our findings are consistent with the conclusions of Robertson et al 1 and other studies,3 5 and provide additional support for using observation, such as watching and scoring teams engaging in simulation, to assess attainment of knowledge and the ability to recognise desired patient safety behaviours. These findings provide further evidence that simulation encounters may also be used for teaching and possibly assessment even when learners participate only as observers, however, a more rigorous controlled study would be needed to solidly demonstrate these conclusions.…”

“…Measuring the application of knowledge and acquisition of skills requires a significant time commitment 3. At present, the most widely used method to evaluate learning outcomes following simulation-based courses is through direct observation of participants’ performance, either individually or as part of a team.…”

“…We sought to evaluate it as a platform for assessment of the students participating in the activity as audience members. A number of studies have demonstrated that learning as an observer can be almost as effective as actively participating in simulation encounters 1 3 5. Robertson et al 1 successfully used video vignettes to assess acquisition of patient safety competencies such as teamwork, collaboration, leadership and problem solving.…”

Students’ evaluation of a computerized patient simulator in nursing education and its effect on the results of preclinical tests

“…[44] Cant and Cooper [38] described twelve studies that used an experimental or quasi-experimental design, all of which all found simulation to be a valid teaching/learning strategy; gains in knowledge, critical thinking, ability, satisfaction and competence were also seen in half of these studies. Still, Kaplan, Abraham and Gary [45] found in their study no significant differences between active participation and mere observation during simulation in regard to test scores.…”

A standardized patient and faculty’s viewpoint on working together on an autism spectrum disorder simulation

“…[18,19] We agree with Fenske et al's (2013) [20] perspective that participants attributes are innate and often come to the simulation experience with anxiety, self-confidence or lack of, and therefore; impact the overall simulation experience. [21] However, this concept also applies to the SP as the SP's age, ethnicity, and gender and knowledge about the subject may determine if the simulation is authentic. The SP as well may be anxious and lack confidence potentially creating an atmosphere of unpreparedness for the role.…”