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Learner Perception of Disaster Simulation Modalities: A Standardized Follow-Up
Ashlee Sackett1, Jessica Skaltsis, Steven A Cohen
1Author Affiliations College of Nursing, University of Rhode Island, Kingston, Rhode Island (Drs Ashlee Sackett, Jessica Skaltsis, Kerri A. Ellis, and Christine McGrane); and Department of Health Studies, University of Rhode Island, Kingston, Rhode Island (Dr Cohen).
Background:
Simulation and tabletop exercises are widely used in disaster preparedness education, yet comparative evidence remains limited. Pilot findings informed the refinement of this study.
Purpose:
To evaluate and compare prelicensure baccalaureate nursing students' perceived knowledge acquisition, confidence, and satisfaction following participation in either a full-scale (FS) simulation or a tabletop (TT) disaster preparedness exercise using standardized facilitation and structured debriefing.
Methods:
A quasi-experimental design included 316 students assigned by clinical practicum to FS or TT across 3 semesters. Validated survey tools measured perceived knowledge, simulation effectiveness, satisfaction, confidence, and debriefing quality.
Results:
Both modalities demonstrated significant pre-post increases in perceived knowledge with comparable baseline scores. TT exercises showed greater increases in confidence and learning, whereas the FS simulation more strongly supported communication and decision-making.
Conclusions:
FS and TT modalities are complementary approaches for disaster education when aligned with best practices.
