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Structured simulations improves students' knowledge acquisition and perceptions of teaching effectiveness: A
Asma A Taha1, Ahlam Jadalla2, Wafaa Bin Ali3
1School of Nursing, Oregon Health & Science University, Portland, OR, USA.
Journal of Clinical Nursing
|April 25, 2021
Summary
Adding structured simulation to nursing lectures significantly improved students' knowledge acquisition and their perception of teaching effectiveness. This approach addresses limitations in clinical placements, enhancing learning experiences.
Area of Science:
- Nursing Education
- Medical Simulation
- Pediatric Nursing
Background:
- Limited high-quality clinical placements in nursing education, especially in pediatric care, pose a significant challenge.
- Simulation offers a safe environment for nursing students to practice skills.
- The impact of integrating simulation into didactic sessions and its effect on faculty teaching effectiveness requires further investigation.
Purpose of the Study:
- To evaluate the impact of structured simulation integrated with traditional lectures on nursing students' knowledge acquisition.
- To assess the effect of simulation-enhanced instruction on students' evaluation of faculty teaching effectiveness.
- To compare outcomes between students receiving simulation-integrated lectures and those receiving traditional lectures alone.
Main Methods:
- A quasi-experimental study with a nonequivalent control group design was employed.
- Two prelicensure nursing program campuses participated, with one campus (n=44) receiving lectures with structured simulations (intervention) and the other (n=43) receiving traditional lectures only (control).
- Knowledge acquisition and faculty teaching effectiveness were measured using standardized assessments.
Main Results:
- Students in the simulation group demonstrated significantly higher knowledge acquisition scores compared to the control group.
- Faculty teaching effectiveness was rated significantly higher by students in the simulation group.
- A greater proportion of students in the simulation group achieved scores above the national average for Pediatric Nursing.
Conclusions:
- Integrating simulation into didactic nursing instruction enhances students' knowledge acquisition.
- Simulation-based learning improves nursing students' perception of faculty teaching effectiveness.
- Augmenting lectures with simulation can supplement clinical experiences, particularly when pediatric clinical placements are scarce.
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