Exploring learning effectiveness for participant roles during healthcare simulation.

Area of Science:

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

Background:

• Universities face challenges in preparing nursing students for the workforce.
• Current simulation research inadequately explores the observer role and its learning potential.
• There's a need for research on how observers learn in simulation and engage in experiential learning.

Purpose of the Study:

• To determine the difference in simulation effectiveness between process-based and response-based (observer) roles.
• To evaluate simulation effectiveness in undergraduate nursing students based on participant roles.

Main Methods:

• Quasi-experimental, posttest-only design.
• 193 prelicensure nursing students from a Midwestern baccalaureate program participated.
• Participants were randomly assigned to direct, non-directed, direct observer, or in-scenario observer roles.

Main Results:

• No significant differences in simulation effectiveness were found among the four participant roles.
• Learning and confidence levels were comparable across all roles studied.

Conclusions:

• Simulation effectiveness is achieved irrespective of a participant's role during the activity.
• Educators can strategically assign observer roles based on scenario needs without impacting learning.
• This supports flexible use of simulation roles to meet educational objectives.