Comparing Outcomes of Active Student and Observer Roles in Nursing Simulation.

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Healthcare Professional Training

Background:

• Large class sizes and limited resources often necessitate assigning nursing students to observer roles during high-fidelity simulations.
• This can limit opportunities for active participation in patient care scenarios.

Purpose of the Study:

• To compare anxiety levels and learning outcomes between nursing students in active versus observer roles during high-fidelity simulation.
• To determine if the observer role is as educationally valuable as the active role.

Main Methods:

• A quasi-experimental study involving 132 prelicensure baccalaureate nursing students.
• Students were assigned to either active nursing roles (primary care, documentation, medication) or observer roles with guided skill development.

Main Results:

• No statistically significant differences were found between active and observer roles regarding anxiety levels.
• Student learning outcomes, including satisfaction, self-confidence, clinical ability, problem-solving, and collaboration, were comparable across both roles.

Conclusions:

• Both active and observer roles are appropriate assignments for nursing students during high-fidelity simulation.
• Educators should focus on strategies to support students and mitigate anxiety in simulation settings, regardless of role.