The purpose of this study was to investigate the effectiveness of a simulated clinical experience on knowledge acquisition, transfer of learning, and promotion of effective learning practices including active learning, collaboration, and engagement. The study used a two-group, pretest-posttest experimental design with one independent variable, learning method (two levels, simulation and comparison), and six dependent variables, knowledge acquisition, near transfer, far transfer, active learning, collaboration, and engagement.
Participating prelicensure nursing students (N = 58) were randomly assigned to one of two learning methods. Students in the simulation group (n = 30) were provided with a one-hour learning session that included a scenario-based simulation, using a human patient simulator, followed by a facilitated discussion. Students in the comparison group ( n = 28) were provided with a one-hour learning session using traditional methods of instruction including written material, a video presentation, and group discussion. Following the learning session, students completed posttest instruments providing data for measurement of the dependent variables.
There were no differences between the groups for any of the three cognitive dependent variables. There was a significant difference (p < .01) between the groups for two of the three affective dependent variables, active learning and engagement, with higher mean scores noted for the simulation group. Additional analysis suggested that simulation may be effective in promoting near transfer.
The results of this study suggest that simulation is an effective learning method for prelicensure nursing students. The lack of a significant difference in performance between the groups on measures of cognitive knowledge and transfer suggests that simulation is at least as effective as traditional methods of learning; there is some indication that simulation may be more effective than traditional methods of learning in promoting near transfer. Simulation also offers advantages in terms of effective learning practices.
|School:||University of San Francisco|
|School Location:||United States -- California|
|Source:||DAI-A 69/03, Dissertation Abstracts International|
|Subjects:||Health education, Nursing, Curricula, Teaching|
|Keywords:||Clinical judgment, Clinical simulation, Far transfer, Near transfer, Nursing education, Simulation, Transfer|
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