Date
2-7-2024
Department
School of Nursing
Degree
Doctor of Philosophy
Chair
Shelley Blackwood
Keywords
simulation, nursing students, active supervisor, observer, knowledge, skills, attitudes
Disciplines
Education | Nursing
Recommended Citation
Rose, Bethany D., "Comparing the Causal Effects of Observational Versus Active Roles in High-Fidelity Simulation: A Quantitative Study" (2024). Doctoral Dissertations and Projects. 5185.
https://digitalcommons.liberty.edu/doctoral/5185
Abstract
Among many of the innovative changes in nursing education, high-fidelity simulation is expanding roles and providing students with new perspectives. The purpose of this quantitative, causal-comparative, posttest only, nonexperimental, between-groups research design study was to determine whether students in active supervisor (observer) roles had an effect on associate degree nursing (ADN) students’ self-perceived knowledge, skills, and attitudes in comparison to students in active participant roles. A convenience sample of second-semester nursing students and third-semester nursing students enrolled in an ADN program in the 2023 academic year was utilized for this study. Participants completed a demographic survey and the Self-Evaluation Scale for Simulation Laboratory Practices (SES-SLP) following their participation in a high-fidelity simulation scenario. The observational experiential learning theory served as the theoretical underpinning for the study as it supports the use of observational perspectives and outlines how vicarious experiential learning results in significant and meaningful education. An independent samples t-test determined the mean difference in a composite score of knowledge, skills, and attitudes between active supervisors (observers) and active participants. Although the results of the analysis were not statistically significant, the results suggest that active participants and active supervisors (observers) have similar self-competence scores following simulation learning experiences.
