The effect of role assignment and personality subtypes in simulation on critical thinking development, situation awareness, and perceived self-efficacy of nursing baccalaureate students.

Abstract

I would like to thank my advisor, Dr. Jason Saleem for his guidance and support throughout this project. I would also like to thank the University of Louisville's School of Nursing for their collaboration. More specifically, I would like to thank Andrea Gibson for serving as a subject-matter expert and providing me with guidance and resources throughout the development of data collection materials. Additionally, I would like to thank Glenda Adams for allowing me to recruit her students in order complete data collection. Finally, many thanks to my other committee members Dr. Gail DePuy and Dr. Angela Thompson for their input and suggestions to help build this thesis.

Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account

“…The extent to which students had opportunities to practice negotiating during the simulation showed a significant large effect on self-efficacy for negotiating on the second, third and last measurement. As expected (e.g., Weiler, 2017), the general trend shows that the more students indicate that they had opportunities to practice negotiating during the simulation, the higher they report on self-efficacy for negotiation. This is also in line with Bandura (1997), who indicates that mastery experiences provide students with authentic proof of whether they have the necessary capacities to achieve the desired performance levels and therefore can lead to an increase in self-efficacy.…”

“…In addition, the students in high-power roles were found to enjoy the simulation more than students in low-power roles (Baranowski & Weir, 2010). The study by Weiler (2017) shows that role assignment in simulations can also cause a significant difference in perceived self-efficacy. In general, more practice leads to an improvement in self-efficacy (van Dinther et al, 2011;Zimmerman, 2000).…”

“…Not only student characteristics but also simulation features, such as opportunities to practice negotiating during the simulation, are of importance when exploring variation in self-efficacy development (Duchatelet et al, 2019;Weiler, 2017). Students are assigned a role before the start of a role-play simulation and some roles give more opportunities to practice negotiation during the simulation than others.…”

“…In general, more practice leads to an improvement in self-efficacy (van Dinther et al, 2011;Zimmerman, 2000). Therefore, Weiler (2017) indicates that people with roles that are most involved in the scenario will have more opportunities for practice, will make the greatest progress and will have the greatest increase in self-efficacy. Consequently, the following hypothesis can be made:…”