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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).
Disaster preparedness education using full-scale (FS) simulations and tabletop (TT) exercises both improve nursing students' knowledge. Tabletop exercises enhance confidence and learning, while full-scale simulations better support communication and decision-making skills.
Area of Science:
- Nursing Education
- Disaster Preparedness
- Simulation-Based Learning
Background:
- Simulation and tabletop exercises are common in disaster preparedness education.
- Limited comparative evidence exists for these training modalities.
- Pilot findings guided the study's design.
Purpose of the Study:
- To compare nursing students' knowledge, confidence, and satisfaction after full-scale (FS) simulation versus tabletop (TT) disaster exercises.
- Standardized facilitation and structured debriefing were used.
- The study focused on prelicensure baccalaureate nursing students.
Main Methods:
- Quasi-experimental design with 316 nursing students across 3 semesters.
- Students were assigned to either FS or TT exercises based on clinical practicum.
- Validated surveys assessed perceived knowledge, confidence, satisfaction, and debriefing quality.
Main Results:
- Both FS and TT exercises significantly increased perceived knowledge.
- Tabletop exercises yielded greater improvements in confidence and learning.
- Full-scale simulations more effectively enhanced communication and decision-making skills.
Conclusions:
- Full-scale simulations and tabletop exercises are complementary for disaster education.
- Effective implementation requires alignment with best practices.
- Both modalities contribute to enhancing nursing students' disaster preparedness.
