First Advisor
Leners, Debra
Second Advisor
Merrill, Alison
Document Type
Dissertation
Date Created
5-1-2010
Department
College of Natural and Health Sciences, Nursing, Nursing Student Work
Abstract
The role of the nurse educator is complex and it is imperative that educators design pertinent learning activities including implementation of innovative teaching strategies while using the latest pedagogical techniques, and evaluating that learning occurred. This study utilized a quantitative, quasi-experimental, comparison group, crossover design and compared teaching strategies using simulation in the classroom. The purpose of the study was to determine if fourth semester Associate of Science in Nursing students who participated in debriefing sessions after watching recorded high-fidelity simulation scenarios in a nursing class obtained higher examination scores than those who received the same content through traditional lecture format with case studies. The participants also reported their satisfaction with the teaching methods used in the classroom and their feelings of self-confidence in learning the new material. The study sample included 63 participants in two different groups for the first portion of the study and 50 participants for the second portion. After analyzing the descriptive data, there were no significant differences identified between the two study groups. Each of the three hypotheses was tested on two different occasions through the crossover design of the study. Results revealed a significant higher cardiac examination score for the group of participants who received the lecture and case studies for the cardiac content. However, there were no significant differences on the exam scores of hypoperfusion content when comparing the two groups. Both groups of participants reported a significantly higher satisfaction and self-confidence score with the lecture and case study teaching strategy. This study utilized an active teaching strategy for a group of participants who were accustomed to a lecture format classroom and they continued to prefer that type of teaching strategy. Perhaps a few changes to the simulation experience would change the students' perceptions. Further research needs to be conducted to assess outcomes with using simulation in the classroom to evaluate its worth to nursing education.
Abstract Format
html
Keywords
Debriefing; Nursing; Health Sciences; Knowledge Acquisition; Teaching Strategies; Classroom Simulation; Student Satisfaction; Educational Technologies; Educational Tests and Measures; Student Confidence
Extent
231 pages
Local Identifiers
Zulkosky_unco_0161N_10030
Rights Statement
Copyright is held by author.
Recommended Citation
Zulkosky, Kristen D., "Impact of debriefing sessions following viewing of recorded high fidelity simulation scenarios on knowledge acquisition, self-confidence, and satisfaction: a quasi-experimental study" (2010). Dissertations. 293.
https://digscholarship.unco.edu/dissertations/293