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Using a science simulation-based learning tool to develop students' active learning, self-confidence and critical

Jacqueline O'Flaherty1, Maurizio Costabile2

  • 1School of Pharmacy and Medical Sciences, Division of Health Sciences, University of South Australia, Adelaide, South Australia, 5001, Australia.

Nurse Education in Practice
|September 18, 2020
PubMed
Summary

Desktop simulations enhance nursing students' active learning and critical thinking skills. This study found simulations improved knowledge, confidence, and academic writing performance compared to traditional lectures.

Keywords:
Academic writingAcquiring knowledgeActive learning. nursing educationCritical thinking (CT)Science simulationSelf-confidence

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Area of Science:

  • Nursing Education
  • Medical Simulation

Background:

  • Simulation is a key strategy for active learning in health professions education.
  • Evidence is limited regarding simulation's impact on critical thinking and academic literacy in nursing students.

Purpose of the Study:

  • To explore the effect of a desktop simulation on hemolytic disease of the newborn (HDN) in undergraduate nursing students.
  • To assess the impact on knowledge acquisition, self-confidence, and critical thinking in academic writing.

Main Methods:

  • Quasi-experimental, two-group, pre-test-post-test design.
  • Inclusion of a desktop simulation on HDN in a first-year undergraduate nursing course.

Main Results:

  • Students reported a positive learning experience with the simulation.
  • Simulation use correlated with increased self-confidence in critically appraising case studies.
  • Students participating in the simulation demonstrated greater success in academic assessments compared to the control group.

Conclusions:

  • Desktop simulations effectively promote active learning and knowledge acquisition in nursing education.
  • Simulations provide valuable opportunities for developing self-confidence and critical thinking skills essential for academic writing.