Utilizing Interactive Simulation-Based Modules for Enhancing Learning Outcomes in Basic Computing Skills Course

2013 ◽  
Author(s):  
Michelle Nobleza Jimenez
Keyword(s):  
Learning Outcomes ◽  
Interactive Simulation ◽  
Simulation Based ◽  
Computing Skills

The Paradox of Preference vs. Performance: Towards a Unified View of Simulation Experience

2018 ◽  
Vol 62 (1) ◽  
pp. 1459-1463
Author(s):  
Katelynn A. Kapalo ◽  
Kevin P. Pfeil ◽  
Pamela Wisniewski ◽  
Joseph J. LaViola
Keyword(s):  
Individual Differences ◽  
Learning Outcomes ◽  
User Experience ◽  
Serious Games ◽  
Interactive Simulation ◽  
Military Operations ◽  
Training Outcomes ◽  
Simulation Based ◽  
Unified View

Interactive simulation is one of the most prominent methods used to train and measure learning outcomes across multiple disciplines. Despite the ubiquity of simulation-based training in a variety of domains including nursing, serious games, military operations, etc., there is a paucity of research on how simulation experience is defined and how individual differences impact user experience. Towards this end, this paper provides a critical review of the existing literature. We describe how we can leverage existing findings and emergent themes to better understand and define simulation experience, and we outline areas for further investigation of the role of individual differences in user experience to enhance not only training outcomes, but also perception of simulation.

The Impact of Design Elements on Undergraduate Nursing Students’ Educational Outcomes in Simulation Education: Protocol for a Systematic Review

2021 ◽  
Author(s):  
Matthew Jackson ◽  
Lauren McTier ◽  
Laura A Brooks ◽  
Rochelle Wynne
Keyword(s):  
Systematic Review ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Undergraduate Nursing Students ◽  
Design Elements ◽  
Undergraduate Nursing ◽  
Search Terms ◽  
Simulation Based ◽  
The Impact

Abstract Background: Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses’ learning outcomes. Methods: Databases to be searched from 1st of January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including ‘nursing students’, ‘simulation training, ‘patient simulation’, and ‘immersive simulation’ with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students’ educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for quality assessment of core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills, or attitude. Discussion: SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability, and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education.Systematic Review Registration: PROSPERO CRD42021244530

Effect of practice on standardised learning outcomes in simulation-based medical education

2006 ◽  
Vol 40 (8) ◽  
pp. 792-797 ◽  
Author(s):  
William C McGaghie ◽  
S Barry Issenberg ◽  
Emil R Petrusa ◽  
Ross J Scalese
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Simulation Based

scholarly journals Communicating Bad News: Using Role-Play to Teach Nursing Students

2021 ◽  
Vol 7 ◽  
pp. 237796082110445
Author(s):  
Carlos Laranjeira ◽  
Catarina Afonso ◽  
Ana Isabel Querido
Keyword(s):  
Nursing Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Interpersonal Relationship ◽  
Well Being ◽  
Bad News ◽  
Student Centered ◽  
Student Centered Learning ◽  
Reflective Process ◽  
Simulation Based

Receiving bad news can have a profound impact on a patient's physical, psychological and social well-being. Therefore, communication of bad news is an essential skill required for health professionals. A good interpersonal relationship based on trust, empathy, and respect can help the psychological adjustment to end-of-life losses. This study presents a simulation-based learning experience designed to teach communication skills to nursing students who care for palliative patients and their family members. The authors suggest adopting Gibbs’ reflective cycle during structured debriefing that enables the students to move logically through the reflective process. A student-centered learning approach can promote responsibility and success in achieving the expected learning outcomes.

scholarly journals COGNITIVE TRANSFER OUTCOMES FOR A SIMULATION-BASED INTRODUCTORY STATISTICS CURRICULUM

2017 ◽  
Vol 16 (2) ◽  
pp. 419-440
Author(s):  
MATTHEW D. BECKMAN ◽  
ROBERT C. DELMAS ◽  
JOAN GARFIELD
Keyword(s):  
Learning Outcomes ◽  
Statistics Education ◽  
Assessment Instrument ◽  
Introductory Statistics ◽  
Far Transfer ◽  
Research Journal ◽  
Cognitive Transfer ◽  
Simulation Based ◽  
Statistics Course ◽  
New Applications

Cognitive transfer is the ability to apply learned skills and knowledge to new applications and contexts. This investigation evaluates cognitive transfer outcomes for a tertiary-level introductory statistics course using the CATALST curriculum, which exclusively used simulation-based methods to develop foundations of statistical inference. A common assessment instrument administered at the end of each course measured learning outcomes for students. CATALST students showed evidence of both near and far transfer outcomes while scoring as high, or higher than, on the assessed learning objectives when compared with peers enrolled in similar courses that emphasized parametric inferential methods (e.g., the t-test). First published November 2017 at Statistics Education Research Journal Archives

scholarly journals Effects of Simulation-Based Learning on Nursing Students’ Learning Outcomes of a Gerontology Course

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 489-489
Author(s):  
Hsueh-Fen Kao ◽  
Minzhi Ye ◽  
Lin Chen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Perceived Competence ◽  
Learning Satisfaction ◽  
Multiple Exposures ◽  
Significant Difference ◽  
Simulation Based

Abstract Simulation-Based Learning (SBL) is beneficial to nursing education. Nevertheless, recent studies have shown a side effect of being overwhelmed by repeated exposures to simulation. Thus, how many times simulation scenarios should be provided to students remains a question. The objectives of this study were to (1) explore the changes in nursing students’ perceived competence, self-efficacy, and learning satisfaction after repeated exposures to simulations, and (2) determine the acceptable frequency of SBL in the ‘Care of Older Adults’ course. A one-group repeated measurement experimental design with self-administered questionnaires in a convenient sample of 84 senior nursing undergraduate students was used at a university in southern Taiwan, and 79 students completed all measurements. After taking the baseline measurements (T0), students were exposed to 75-mininute simulation scenarios from Time 1 (T1) to Time 3 (T3) three weeks apart throughout the semester. Students’ perceived nursing competence, self-efficacy, and learning satisfaction were measured immediately after each exposure. There were statistically significant improvements from T0 to T3 (p < .001) in all three areas; however, no significant difference when comparing scores from T1 to T2 and from T2 to T3. To conclude, SBL is effective in improving nursing students’ perceived competence, self-efficacy, and learning satisfaction. While the primary changes occur at the first simulation effort, it is the accumulated multiple exposures collectively improve students’ learning outcomes. Multiple instructional strategies are recommended to maintain students’ learning interests to achieve optimal learning outcomes of the course across a semester.

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