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Using Simulation and Case Studies Combined to Improve Student Knowledge: A Retrospective Study
Janice A Sarasnick1, Katrina A Pyo, Jason Draper
1About the Authors Janice A. Sarasnick, PhD, RN, is an assistant professor of clinical nursing, Robert Morris University Department of Nursing, Moon Township, Pennsylvania. Katrina A. Pyo, PhD, RN, CCRN, is an assistant professor of nursing and director of the BSN Program, Robert Morris University. Jason Draper, MA, is a research analyst, Frostburg State University, Frostburg, Maryland. For more information, contact Dr. Sarasnick at sarasnick@rmu.edu.
Aim:
The aim of the study was to examine effects of high-fidelity simulation and computerized case studies in an advanced medical-surgical course.
Background:
The challenges of coordinating clinical education and desire to utilize innovative methods of teaching were the impetus for course design.
Method:
A retrospective review compared HESITM specialty exam scores for groups of the newer and former course design. In the newly configured course, students alternated weekly between simulation and computer-assisted case studies and traditional clinical experiences.
Results:
Quantitative methods were utilized to analyze data; HESI specialty exam scores were determined to be statistically significantly higher for the groups of the newer design model.
Conclusion:
Incorporating case studies and high-fidelity simulation on a biweekly basis may be the reason for improved performance.
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