Effects of High Fidelity Simulation on Knowledge Acquisition, Self-Confidence, and Satisfaction with Baccalaureate Nursing Students Using the Solomon-Four Research Design

2.50
Hdl Handle:
http://hdl.handle.net/10755/347050
Category:
Full-text
Type:
Dissertation
Level of Evidence:
Randomized Controlled Trial
Research Approach:
Quantitative Research
Title:
Effects of High Fidelity Simulation on Knowledge Acquisition, Self-Confidence, and Satisfaction with Baccalaureate Nursing Students Using the Solomon-Four Research Design
Author(s):
Hall, Rachel Mattson
Lead Author STTI Affiliation:
Non-member
Advisors:
Edwards, Joellen; Nehring, Wendy M.; Blowers, Sally; Otuonye, Francis
Author Details:
Rachel M. Hall PhD, MSN, WHNP-BC
Abstract:

High Fidelity Simulation is a teaching strategy that is becoming well-entrenched in the world of nursing education and is rapidly expanding due to the challenges and demands of the health care environment. The problem addressed in this study is the conflicting research results regarding the effectiveness of HFS for students' knowledge acquisition after participating in simulation exercises. Specifically this researcher determined the effects of a formatted simulation scenario on knowledge acquisition among nursing students and the students' satisfaction and self-confidence with the simulation learning activity. Kolb's Experiential Learning Theory (1984) provided the framework for this study.

This study used a quantitative quasi-experimental design, specifically, the Solomon Four Research Design with 43 first semester senior nursing students enrolled at a baccalaureate nursing program at a state university in the southeastern United States.

The results of the study found that there was not a statistically significant difference between the experimental group (E1) who received HFS (z = -1.47, p = 0.143) in cognitive gains when compared to the students who did not receive the intervention of HFS (C1) (z = -1.78, p = 0.75). The students' overall perception of HFS was very positive and the simulation activity increased their self-reported level of self-confidence.

The results of this study imply that simulation should not be used with the exclusive goal to increase knowledge but rather for students to increase their confidence and to demonstrate their ability to care for a patient at the bedside. It is our duty as nurse educators to systematically evaluate new teaching efforts such as simulation to determine the effectiveness of this remarkable but expensive technology to ensure that we are providing the best learning opportunities possible for our nursing students.

Keywords:
High Fidelity Simulation; Nursing Education; Soloman Four Research Design
MeSH:
Education, Nursing; Simulations; Students, Nursing, Baccalaureate
Repository Posting Date:
24-Mar-2015
Date of Publication:
2013
Version of Published Work:
Publisher's Version
Citation:
Hall, R. M. (2013). Effects of high fidelity simulation on knowledge acquisition, self-confidence, and satisfaction with baccalaureate nursing students using the Solomon-four research design (Order No. 3577823). Available from ProQuest Dissertations & Theses Global. (1492363847). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/347050
Publisher:
ProQuest
Grantor:
East Tennessee State University
Degree:
PhD
Degree Year:
2013

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typeDissertationen
dc.evidence.levelRandomized Controlled Trialen
dc.research.approachQuantitative Researchen
dc.titleEffects of High Fidelity Simulation on Knowledge Acquisition, Self-Confidence, and Satisfaction with Baccalaureate Nursing Students Using the Solomon-Four Research Designen_US
dc.contributor.authorHall, Rachel Mattson-
dc.contributor.departmentNon-memberen
dc.contributor.advisorEdwards, Joellenen_US
dc.contributor.advisorNehring, Wendy M.en_US
dc.contributor.advisorBlowers, Sallyen_US
dc.contributor.advisorOtuonye, Francisen_US
dc.author.detailsRachel M. Hall PhD, MSN, WHNP-BCen_GB
dc.identifier.urihttp://hdl.handle.net/10755/347050-
dc.description.abstract<p>High Fidelity Simulation is a teaching strategy that is becoming well-entrenched in the world of nursing education and is rapidly expanding due to the challenges and demands of the health care environment. The problem addressed in this study is the conflicting research results regarding the effectiveness of HFS for students' knowledge acquisition after participating in simulation exercises. Specifically this researcher determined the effects of a formatted simulation scenario on knowledge acquisition among nursing students and the students' satisfaction and self-confidence with the simulation learning activity. Kolb's Experiential Learning Theory (1984) provided the framework for this study.</p> <p>This study used a quantitative quasi-experimental design, specifically, the Solomon Four Research Design with 43 first semester senior nursing students enrolled at a baccalaureate nursing program at a state university in the southeastern United States.</p> <p>The results of the study found that there was not a statistically significant difference between the experimental group (E1) who received HFS (z = -1.47, p = 0.143) in cognitive gains when compared to the students who did not receive the intervention of HFS (C1) (z = -1.78, p = 0.75). The students' overall perception of HFS was very positive and the simulation activity increased their self-reported level of self-confidence.</p> <p>The results of this study imply that simulation should not be used with the exclusive goal to increase knowledge but rather for students to increase their confidence and to demonstrate their ability to care for a patient at the bedside. It is our duty as nurse educators to systematically evaluate new teaching efforts such as simulation to determine the effectiveness of this remarkable but expensive technology to ensure that we are providing the best learning opportunities possible for our nursing students.</p>en_GB
dc.subjectHigh Fidelity Simulationen_GB
dc.subjectNursing Educationen_GB
dc.subjectSoloman Four Research Designen_GB
dc.subject.meshEducation, Nursingen_US
dc.subject.meshSimulationsen_US
dc.subject.meshStudents, Nursing, Baccalaureateen_US
dc.date.available2015-03-24T18:54:41Z-
dc.date.issued2013-
dc.date.accessioned2015-03-24T18:54:41Z-
dc.type.versionPublisher's Versionen
dc.identifier.citationHall, R. M. (2013). Effects of high fidelity simulation on knowledge acquisition, self-confidence, and satisfaction with baccalaureate nursing students using the Solomon-four research design (Order No. 3577823). Available from ProQuest Dissertations & Theses Global. (1492363847). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/347050en_GB
dc.publisherProQuesten_GB
dc.identifier.otherProQuest document ID 1492363847-
dc.identifier.citationHall, R. M. (2013). Effects of high fidelity simulation on knowledge acquisition, self-confidence, and satisfaction with baccalaureate nursing students using the Solomon-four research design (Order No. 3577823). Available from ProQuest Dissertations & Theses Global. (1492363847). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/347050en_GB
thesis.degree.grantorEast Tennessee State Universityen_US
thesis.degree.levelPhDen
thesis.degree.year2013-
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