Measuring the impact of productive failure on nursing students' learning in healthcare simulation: A quasi-experimental study

Palominos, Evelyn; Levett‐Jones, Tracy; Power, Tamara; Alcorn, Nadine; Martínez-Maldonado, Roberto

doi:10.1016/j.nedt.2021.104871

Cited by 11 publications

(9 citation statements)

References 23 publications

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“…Showing the answer during the simulation can inadvertently make the activity easier or harder than necessary before giving the students the opportunity to think. Palominos et al ( 31 ) established the concept of PF, an approach to simulation learning that emphasizes the educational value of making mistakes in a non-threatening environment. The premise of PF is to allow learners to make errors and then follow their error experiences with opportunities to identify the correct solution.…”

Section: Discussionmentioning

confidence: 99%

Interactive Video Simulation for Remote Healthcare Learning

et al. 2021

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Simulation is an essential component of healthcare education as it enables educators to replicate clinical scenarios in a controlled learning environment. Simulation has traditionally been conducted in-person through the use of manikins, however, the COVID-19 pandemic has challenged the practice of manikin simulation. Social distance constraints were enforced during the pandemic to reduce the potential spread of the virus and as a result, many educators and students were denied physical access to their universities' simulation facilities. Healthcare educators sought remote alternatives to manikin simulation and many resorted to instructional videos to educate their learners. While the use of videos increases safety, passively watching videos lacks interactivity which is an important component of simulation learning. In response to these challenges, we developed an interactive video simulation software that uses educators' existing video content to conduct a simulation remotely, thereby promoting safety during the pandemic while also meeting the interactivity standards of best practice for healthcare simulation. In this paper, we compare the interactive video simulation to the current practice of watching non-interactive video of a simulation using the same content. We found that interactivity promotes higher order learning, increases teamwork and enhances the perception of authenticity. Additionally, the majority of participants demonstrated positive reception of the interactive simulation. The simulation software provides the safety desired of a remote simulation during the pandemic while also engaging students in interactive learning experiences.

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Section: Discussionmentioning

confidence: 99%

Interactive Video Simulation for Remote Healthcare Learning

et al. 2021

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“…However, if students missed or incorrectly ordered some steps, the facilitator proceeded with the simulation and discussed these mistakes after completion of the simulation. Productive failure pedagogy recognizes that there is value in allowing students to commit mistakes in simulations [ 34 ]. In this pedagogy, explicit instruction is avoided to allow students to execute their mistakes in a safe environment.…”

Section: Discussionmentioning

confidence: 99%

“…Students’ mistakes are then discussed between the students and facilitators in a postsimulation debriefing. Productive failure has been shown to benefit students’ learning to a greater extent than explicit instruction [ 34 ]. The IVS software generates a simulation that combines the elements of both RCDP and productive failure.…”

Section: Discussionmentioning

confidence: 99%

Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study

et al. 2023

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Background Remote and virtual simulations have gained prevalence during the COVID-19 pandemic as institutions maintain social distancing measures. Because of the challenges of cost, flexibility, and feasibility in traditional mannequin simulation, many health care educators have used videos as a remote simulation modality; however, videos provide minimal interactivity. Objective In this study, we aimed to evaluate the role of interactivity in students’ simulation experiences. We analyzed students’ perceptions of technology acceptance and authenticity in interactive and noninteractive simulations. Methods Undergraduate nursing students participated in interactive and noninteractive simulations. The interactive simulation was conducted using interactive video simulation software that we developed, and the noninteractive simulation consisted of passively playing a video of the simulation. After each simulation, the students completed a 10-item technology acceptance questionnaire and 6-item authenticity questionnaire. The data were analyzed using the Wilcoxon signed-rank test. In addition, we performed an exploratory analysis to compare technology acceptance and authenticity in interactive local and remote simulations using the Mann-Whitney U test. Results Data from 29 students were included in this study. Statistically significant differences were found between interactive and noninteractive simulations for overall technology acceptance (P<.001) and authenticity (P<.001). Analysis of the individual questionnaire items showed statistical significance for 3 out of the 10 technology acceptance items (P=.002, P=.002, and P=.004) and 5 out of the 6 authenticity items (P<.001, P<.001, P=.001, P=.003, and P=.005). The interactive simulation scored higher than the noninteractive simulation in all the statistically significant comparisons. Our exploratory analysis revealed that local simulation may promote greater perceptions of technology acceptance (P=.007) and authenticity (P=.027) than remote simulation. Conclusions Students’ perceptions of technology acceptance and authenticity were greater in interactive simulation than in noninteractive simulation. These results support the importance of interactivity in students’ simulation experiences, especially in remote or virtual simulations in which students’ involvement may be less active.

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“…However, for procedural knowledge, no such effect could be shown, Hedge’s g = -0.03, 95% CI [-0.20, 0.15] ( Sinha & Kapur, 2021b ). For example, Palominos et al (2021) compared the effect of PS-I and I-PS on nursing students learning in healthcare simulations on the acquisition of declarative and explanatory knowledge and transfer of knowledge. They found PS-I to outperform I-PS for explanatory knowledge and the ability of applying learning to solve novel clinical problems but not for declarative knowledge.…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

Problem-solving in virtual environment simulations prior to direct instruction for differential diagnosis in medical education: An experimental study

Fässler¹,

Sinha²,

Schmied³

et al. 2023

MedEdPublish

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Background: Despite acquiring vast content knowledge about the functioning of the human body through university teaching, medical students struggle to transfer that knowledge to one of the core disciplinary practices – differential diagnosis. The authors aimed to overcome this problem by implementing computer-based virtual environment simulations in medical education courses. Methods: In an experimental study, the authors compared problem-solving in medical computer-based virtual environment simulations prior to instruction with an instruction-first approach. They compared the effects on isomorphic testing and transfer performance of clinical knowledge and clinical reasoning skills as well as evoked learning mechanisms. The study took place in spring 2021 with undergraduate medical students in the scope of a medical trajectory course. Due to Corona-Virus-19 measures participants completed all study activities remotely from home. Results: The authors did not find any learning activity sequence to be superior to the other. However, when looking at the two learning activities individually, they found that problem-solving in computer-based virtual environment simulations and direct instruction might be equally effective for learning content knowledge. Nevertheless, problem-solving in computer-based virtual environment simulations with formative feedback might be more effective for learning clinical reasoning skills than mere instruction. Conclusions: The findings indicate that problem-solving in computer-based virtual environment simulations might be more effective for learning clinical reasoning skills than mere theoretical instruction. The present study has a high level of ecological validity because it took place in a realistic setting where students had to perform all learning and testing tasks autonomously.

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Measuring the impact of productive failure on nursing students' learning in healthcare simulation: A quasi-experimental study

Cited by 11 publications

References 23 publications

Interactive Video Simulation for Remote Healthcare Learning

Interactive Video Simulation for Remote Healthcare Learning

Technology Acceptance and Authenticity in Interactive Simulation: Experimental Study

Problem-solving in virtual environment simulations prior to direct instruction for differential diagnosis in medical education: An experimental study

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