Publication Date

1-2016

Abstract

Background: Simulation is a widely used teaching strategy. A paucity of evidence exist about evaluating acquisition of formal knowledge gained from simulation participation. This study compared practicing simulated assessments in the CSLC to practice in the clinical setting plus simulation, high/low level of student performance, and evaluated performance. Study variables were assessment, intervention, and critical thinking.

Methods: Non-equivalent comparison group, post-test only quasi-experimental. 80 undergraduate nursing students individually demonstrated assessments while trained observer scored performance. Students provided written response to 7 questions before debriefing. T-tests, ANOVA, and MANOVA compared scores between the two groups. An outlier analysis operationalized high /low student performance. 92 points on both simulations equated to competent performance; lower scores required remediation.

Results: No significant differences between the two groups on three study variables. A significant correlation found between postpartum and newborn psychomotor skills in high and low performing students. Average simulation performance score was 83 points.

Conclusion: Well-designed simulation can be exchanged for learning in clinical, identify underperforming students, and evaluate performance quality

Author Supplied Keywords

Simulation replacing clinical; Clinical versus simulation; Grading in simulations; Maternal-newborn; Undergraduate nursing students

Subjects

Clinical skills; Nursing assessment; Nursing Evaluation; Nursing students; Undergraduate students

Publication Information

Clinical Simulation in Nursing, 2016, Volume 12, Issue 5, pp. 177-186.

© 2016 Elsevier Inc.

Archived version is the accepted manuscript

DOI

10.1016/j.ecns.2016.01.005

Peer-Reviewed

Yes

Document Type

Journal Article