Predictors of Knowledge Gains Using Simulation in the Education of Prelicensure Nursing Students

Abstract

Gains in knowledge and self-efficacy using human patient simulation (HPS) in the education of prelicensure nursing students have been reported. However, the predictors of improved learning outcomes using this teaching methodology are not known. Using a two-group (participated in HPS, did not participate in HPS), repeated-measures, experimental design, we examined the predictors of higher scores on a Knowledge Questionnaire in 162 students (age = 25.7 ± 6.6, gender = 85.5% female) from four prelicensure cohorts at three nursing schools. Statistical analysis consisted of t-tests, ANOVA and stepwise logistic regression. Covariates included age, gender, learning style, baseline critical thinking, baseline self-efficacy, group membership (control or experimental), and school. Membership in the experimental group was the only statistically significant independent predictor (P <. 001) of knowledge gains among the covariates entered into the regression analysis. Members of the control group were two times less likely than those in the experimental group to be in the higher scored group (P <. 001), yet this changed once the control group participated in HPS. Our findings show that HPS can independently improve test scores. This study provides evidence that HPS; is an effective teaching methodology for prelicensure nursing students regardless of age, learning style, or critical thinking ability.

Does Nursing Student Self-efficacy Correlate with Knowledge When Using Human Patient Simulation?

“…Results of this study are congruent with the findings of others such that prelicensure nursing students gain confidence (SE) and knowledge with an HPS experience (Alinier et al, 2006;Brannan et al, 2008;Jeffries & Rizzolo, 2006;Kardong-Edgren et al, 2009;Linden, 2008;Ravert, 2004;Shinnick et al, 2011;Shinnick & Woo, 2012). However, a significant correlation between SE and knowledge was not found.…”

“…Although some investigators have reported knowledge gains using HPS (Alinier, Hunt, Gordon, & Colin, 2006;Brannan, White, & Bezanson, 2008;Jeffries & Rizzolo, 2006;Kardong-Edgren, Lundstrom, & Bendel, 2009;Linden, 2008;Ravert, 2004;Shinnick, Woo, Horwich, & Steadman, 2011;Shinnick & Woo, 2012), there continues to be a preponderance of published studies touting the benefits of HPS based solely on gains in student confidence or SE (Bearnson & Wiker, 2005;Bremner, Aduddell, Bennett, & VanGeest, 2006;Brown & Chronister, 2009;Feingold, Calaluce, & Kallen, 2004;Gordon & Buckley, 2009;Jarzemsky & McGrath, 2008;Kameg et al, 2010;Leigh, 2008a;Nishisaki, Keren, & Nadharni, 2007;Pike & O'Donnell, 2010;Reznek et al, 2003;Sherman, 2002;Smith, 2008;Taekman, Hobbs, & Wright, 2007;Tuttle, 2009). However, the relationships between SE and knowledge and HPS are unclear.…”

Clinical simulation to teach nursing care for wounded patients

“…There is evidence that using this method is more effective for the acquisition of knowledge than using only case studies or other strategies (9)(10) . In clinical practice, simulations promote changes in attitudes and a significant reduction of adverse events, thus, contributing to patient safety.…”

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

“…These results are in keeping with other international simulation nursing studies that find that high-fidelity simulation enhances scores on both knowledge and skills exams [43] and leads to higher knowledge scores. [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.…”