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Using the "Do-Si-Do Simulation Model" to Engage Learners.

Jodi Lisbeth Berndt¹

¹About the Author Jodi Lisbeth Berndt, PhD, RN, CNE, CNEcl, CHSE, CCRN-K, PCCN-K, is an associate professor, College of Saint Benedict/Saint John's University Department of Nursing, St. Joseph, Minnesota. For more information, contact Dr. Berndt at jberndt@csbsju.edu .

Nursing Education Perspectives

|April 14, 2022

Summary

This summary is machine-generated.

The Do-Si-Do Simulation Model offers valuable healthcare simulation experiences for nursing students, enhancing learning and career insights. Students found this active learning strategy effective and recommended its future use.

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Area of Science:

Nursing Education
Healthcare Simulation
Active Learning Strategies

Background:

Limited resources can hinder practical simulation experiences for students.
Healthcare simulation offers valuable insight into nursing careers.
Innovative models are needed to bridge resource gaps in simulation training.

Purpose of the Study:

To evaluate student perceptions of the Do-Si-Do Simulation Model.
To assess the model's effectiveness as an active learning strategy.
To determine the model's suitability for future nursing courses.

Main Methods:

The Do-Si-Do Simulation Model was implemented for 24 nursing students.
Students participated in two scenarios, acting as nurses and patients/operators.
Student perceptions of the active learning strategy were gathered.

Main Results:

All 24 participating students agreed the simulation strategy enhanced their learning.
Students reported positive experiences in both simulation and control room roles.
The active learning approach was perceived as beneficial by students.

Conclusions:

The Do-Si-Do Simulation Model is an effective active learning strategy for nursing education.
The model provides valuable simulation experiences despite resource limitations.
Students strongly recommended the continued use of this simulation model in future courses.