The Use of Simulation Strategies: An Experiential Approach toward Improving Academic Achievement

2.50
Hdl Handle:
http://hdl.handle.net/10755/620589
Category:
Full-text
Format:
Text-based Document
Type:
Article
Level of Evidence:
Outcomes Research
Research Approach:
Quantitative Research
Title:
The Use of Simulation Strategies: An Experiential Approach toward Improving Academic Achievement
Author(s):
Duprey, Melissa D.
Lead Author STTI Affiliation:
Iota Phi-at-Large
Author Details:
Melissa D. Duprey EdD, MSN, RN, CNE
Abstract:

Simulation in nursing practice has emerged in the past decade as an effective teaching strategy, citing improvements in skill acquisition and confidence levels, however little is known regarding the impact upon academic achievement.  The purpose of this study was to test the hypothesis that the incorporation of simulated learning activities into traditional nursing pedagogy would have a positive effect upon students’ academic achievement and perception upon transitioning into actual clinical settings.  Using a quasi-experimental research design with a sequential multi-group approach, this study explored the incorporation of simulated learning activities into traditional nursing pedagogy as a means of improving students’ academic achievement and confidence upon transitioning into actual clinical settings.  Fifty, fourth-semester students from two different semesters was used to collect data generated from the mean scores of four module exams that reflected nursing content knowledge.  The findings of this study suggest that the incorporation of simulated learning into traditional curricula provides a more student-centered approach toward enhancing academic achievement and confidence among nursing students.  

Keywords:
simulation; high fidelity; experiential learning; knowledge acquisition
CINAHL Headings:
Simulations; Experiential Learning; Student Knowledge
Repository Posting Date:
21-Sep-2016
Date of Publication:
21-Sep-2016
Note:
This work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typeArticleen
dc.evidence.levelOutcomes Researchen
dc.research.approachQuantitative Researchen
dc.titleThe Use of Simulation Strategies: An Experiential Approach toward Improving Academic Achievementen
dc.contributor.authorDuprey, Melissa D.en
dc.contributor.departmentIota Phi-at-Largeen
dc.author.detailsMelissa D. Duprey EdD, MSN, RN, CNEen
dc.identifier.urihttp://hdl.handle.net/10755/620589-
dc.description.abstract<p>Simulation in nursing practice has emerged in the past decade as an effective teaching strategy, citing improvements in skill acquisition and confidence levels, however little is known regarding the impact upon academic achievement.  The purpose of this study was to test the hypothesis that the incorporation of simulated learning activities into traditional nursing pedagogy would have a positive effect upon students’ academic achievement and perception upon transitioning into actual clinical settings.  Using a quasi-experimental research design with a sequential multi-group approach, this study explored the incorporation of simulated learning activities into traditional nursing pedagogy as a means of improving students’ academic achievement and confidence upon transitioning into actual clinical settings.  Fifty, fourth-semester students from two different semesters was used to collect data generated from the mean scores of four module exams that reflected nursing content knowledge.  The findings of this study suggest that the incorporation of simulated learning into traditional curricula provides a more student-centered approach toward enhancing academic achievement and confidence among nursing students.  </p>en
dc.subjectsimulationen
dc.subjecthigh fidelityen
dc.subjectexperiential learningen
dc.subjectknowledge acquisitionen
dc.subject.cinahlSimulationsen
dc.subject.cinahlExperiential Learningen
dc.subject.cinahlStudent Knowledgeen
dc.date.available2016-09-21T17:37:34Z-
dc.date.issued2016-09-21-
dc.date.accessioned2016-09-21T17:37:34Z-
dc.description.noteThis work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.-
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