The incorporation of high fidelity simulation (HFS) as an active learning exercise assists nursing faculty in appealing to various learning styles. High fidelity simulation helps bridge theory into practice (Billings & Halstead, 2009). Therefore, the purpose of this study was to investigate the impact of HFS on students’ self-confidence, satisfaction, and collaboration skills among traditional and non-traditional associate degree nursing (ADN) students. The National League for Nursing Jeffries Simulation Framework (NLNJSF) served as the theoretical framework for this study. A pretest-posttest design was employed with 81 ADN students. Each nursing student completed the Student Satisfaction and Self-Confidence in Learning and Readiness for Interprofessional Learning Scale. Data were collected prior to the start of HFS and after participating in three HFS scenarios at the end of a semester. A two week time frame existed between each of the HFS scenarios. Demographic data was analyzed using descriptive statistics. MANOVA and independent samples t-tests were used to determine within group differences and between group differences and changes in variables over time, alpha = .05. Statistically significant differences existed among student satisfaction and self-confidence levels from pre-simulation to post-simulation. Collaboration levels increased slightly from pre-simulation to post-simulation; however, they were not statistically significant. The interactive nature of HFS motivated students to learn and actively participate in scenarios thereby increasing student self-confidence, satisfaction, and collaboration.
|Advisor:||Hutchinson, Sharon, Markey, Linda|
|Commitee:||Davis, Allison, Roberts, Jalynn|
|School:||William Carey University|
|School Location:||United States -- Mississippi|
|Source:||DAI-B 78/11(E), Dissertation Abstracts International|
|Keywords:||Active learning, Collaboration, High fidelity simulation, Satisfaction, Self-confidence, Traditional student|
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