Dissertation/Thesis Abstract

Comparison of Satisfaction, Self-Confidence, and Engagement of Baccalaureate Nursing Students Using Defined Observational Roles and Expectations versus Traditional Role Assignments in High Fidelity Simulation and Debriefing
by Howard, Sheri, Ph.D., William Carey University, 2017, 149; 10624882
Abstract (Summary)

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.

Indexing (document details)
Advisor: Mahaffey, Elizabeth, Lundstrom, Alicia
Commitee: Daly, Amy, Lundstrom, Alicia, Mahaffey, Elizabeth, Roberts, Jalynn
School: William Carey University
Department: Nursing
School Location: United States -- Mississippi
Source: DAI-B 79/02(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Nursing, Health education, Higher education
Keywords: Defined observational roles, Engagement, NLN/Jeffries Simulation Theory, Satisfaction, Self-confidence, Traditional role assignments
Publication Number: 10624882
ISBN: 9780355318715
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