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Authors: Margot Rykhoff, Sandra Secord, Sandra Cop
Keywords: baccaleaureate nursing education, high fidelity patient simulation, team based simulation gaming, student confidence, student satisfaction, collaboration, active learning, simulation design
Abstract: High fidelity patient simulation (HFPS) is widely used in nursing curricula as an alternative to clinical placement and/or targeted learning experiences to address challenges like increased patient acuity. Although HFPS is recognized as an effective learning environment, student formative feedback often reports negative feelings such as being judged, anxious, and fearful. Student perceptions of psychological safety and self-confidence have a direct impact on learning (Kang, S. & Min, H.Y., 2019; Turner, S. & Harder, N., 2018). The use of team-based simulation gaming (TBSG) has been shown to be an innovative pedagogical approach in nursing education (Blakely, Skirton, Cooper, Alum & Nelmes, 2010). The purpose of this study was to evaluate year 4 baccalaureate nursing students’ student satisfaction and self-confidence, perceptions of active learning and collaboration and simulation design comparing (HFPS) to (TBSG) formats following a simulation experience of a high acuity patient scenario and whether age, gender, and program stream influenced their perceptions. A quantitative, evaluative and comparative design to compare HFPS to TBSG reflecting the NLN measurement tools (Student Satisfaction and Self-Confidence in Learning [SSCL]) (Education Practices in Simulation Scale [EPSS], and design (Simulation Design Scale [SDS]. 134 year 4 Bachelor of Nursing Students from a large urban university/college in Canada participated. Simulation groups were randomly selected for either HFPS (n=60) or TBSG (n=74) and provided the same learning objectives and patient case scenario of a patient experiencing heart failure exacerbation with respiratory failure. SPSS Statistics, version 18 was used for the analysis of quantitative data. Descriptive statistics were used to describe the study sample and report the student’s ratings of simulated related practice. Differences between student groups (HFPS) versus (Team based gaming simulation) using t-tests (traditional vs team; generic vs. bridging) was explored and will be presented.