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The effect of evaluator presence in simulated scenarios on basic life support: a randomized study
Ana Carolina Carraro Tony1, Marcos Paulo Schlinz E Silva1, André Luiz Silva Alvim1
1Universidade Federal de Juiz de Fora (UFJF). Faculdade de Enfermagem. Juiz de Fora, Minas Gerais, Brasil.
Revista Gaucha De Enfermagem
|August 6, 2025
Summary
Nursing students retained theoretical knowledge and basic life support skills after an educational intervention, irrespective of whether the evaluator was visible or hidden. This indicates evaluator presence does not impact learning outcomes in simulated scenarios.
Area of Science:
- Medical Education
- Nursing Simulation
- Clinical Skills Training
Background:
- Effective basic life support (BLS) training is crucial for nursing students.
- Assessing the impact of evaluation methodology on learning outcomes is important for educational design.
Purpose of the Study:
- To evaluate the impact of an educational intervention on nursing students' theoretical knowledge and BLS skills.
- To investigate whether the direct or indirect presence of an evaluator affects skill acquisition in a simulated clinical scenario.
Main Methods:
- A randomized clinical trial involving 68 fourth-year nursing students.
- Two groups: experimental (hidden evaluator) and control (visible evaluator).
- Pre- and post-intervention theoretical tests and BLS skills assessment.
Main Results:
- Both groups showed significant improvement in theoretical knowledge post-intervention (p<0.001).
- No significant difference in BLS skills was observed between the groups (p=0.455).
Conclusions:
- Educational interventions effectively enhance theoretical knowledge in nursing students.
- The presence or absence of a visible evaluator does not significantly alter the retention of BLS skills in simulated environments.
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