Simulation Use in the Classroom: Impact on Knowledge Acquisition, Satisfaction, and Self-Confidence

BackgroundThe role of the nurse educator is complex. It is imperative that educators design pertinent learning activities that implement innovative teaching strategies, use the latest pedagogical techniques, and evaluate that learning occurred.MethodThis study used a quantitative, quasi-experimental, comparison group crossover design and compared teaching strategies using simulation in the classroom. The purpose of the study was to determine whether fourth-semester associate of science in nursing students who participated in debriefing sessions after watching prerecorded high-fidelity simulation scenarios in a nursing class obtained higher examination scores than those who received the same content through traditional lecture format with case studies. The participants also reported their satisfaction with the teaching methods used in the classroom and their feelings of self-confidence in learning the new material.ResultsAnalysis of the descriptive data revealed no significant differences between the two study groups. Each of three hypotheses was tested on two different occasions through the crossover study design. Results revealed a significantly higher cardiac examination score for the participants who received a lecture and case studies for the cardiac content. However, there were no significant differences in the exam scores on hypoperfusion content between the two groups. Both participant groups reported significantly higher satisfaction and self-confidence scores with the lecture and case study teaching strategy.ConclusionThis study used an active teaching strategy for a group of participants who were accustomed to a lecture format classroom. They continued to prefer the lecture format. Further research is needed to assess outcomes associated with using simulation in the classroom.