The purpose of this study is to compare satisfaction, self-confidence, and engagement of baccalaureate nursing students using defined observational roles and expectations versus traditional observer role assignments in high fidelity simulation and debriefing and to evaluate student perceptions of these constructs. The NLN/Jeffries Simulation Theory serves as the theoretical framework for the study. A convenience sample of 132 freshman level baccalaureate nursing students enrolled in a BSN program in the spring 2017 semester was utilized for the study. A quasi-experimental comparative mixed method design was utilized for the study.
Data analysis of the study indicates a statistically significant difference between overall satisfaction score, t(119.83) = 2.43, p = .017, overall self-confidence score, t(102.86) = 3.823, p<.001, overall engagement score, t(100.9) = 4.11, p<.001, of baccalaureate nursing students using defined observational roles and expectations (N = 67) versus traditional observer role assignments N = 65) in high fidelity simulation and debriefing. Student’s perceptions of satisfaction, self-confidence, and engagement were increased with the use of defined observational roles and expectation.
|Advisor:||Mahaffey, Elizabeth, Lundstrom, Alicia|
|Commitee:||Daly, Amy, Lundstrom, Alicia, Mahaffey, Elizabeth, Roberts, Jalynn|
|School:||William Carey University|
|School Location:||United States -- Mississippi|
|Source:||DAI-B 79/02(E), Dissertation Abstracts International|
|Subjects:||Nursing, Health education, Higher education|
|Keywords:||Defined observational roles, Engagement, NLN/Jeffries Simulation Theory, Satisfaction, Self-confidence, Traditional role assignments|
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