Examining Student Perspectives of Learning Effectiveness in High Fidelity Simulation

Abstract

Background: High Fidelity Simulation is defined as a representation of an actual event, which can be presented through different methods such as computer software, case studies, written scenarios, acting, role playing, games or manikins (Bearnson and Wiker, 2005, Beaubien and Baker, 2004, Goldenberg, D., Andrusyszyb, M.A., & Iwasiw, C. (2005). Simulation learning allows students to interact and participate in simulated scenarios, gaining experience and the opportunity to practice in a mock clinical setting. In 2012, an $8 million simulation center opened at the University of Hawaii School of Nursing. Minimal research has been conducted in this area, and the simulation center aims to support research endeavors that examine simulation teaching and learning. With these vast resources now available in the field of nursing simulation, it's an opportune time to examine the effectiveness of simulation as a learning tool. Purpose-This study was undertaken to explore the perspectives of students on simulation learning-effectiveness. Method-Participants in the study included nursing students with experience in simulation learning environments. Focus groups were conducted to explore students' perceptions of simulation learning. The study investigator led the focus groups, which were recorded, transcribed, and later analyzed. Qualitative responses were analyzed according to the Theory of Experiential Learning, (Kolb 1984). This data was organized into themes. It is hoped that this qualitative data will contribute evidence for understanding factors that influence the success of student learning in simulation environments. Outcome- Twenty-five nursing students were included in the focus group discussions. Data from the focus group sessions was analyzed and sorted into the 4 categories described in Kolb's Theory. These phases include "Concrete-Experience," "Reflective-Observation, "Abstract-Conceptualization," and "Active-Experimentation." An overwhelming amount of data was categorized in the "Reflective-Observation," phase. This could have been influenced by the debriefing process that is performed immediately following simulation learning experiences. While all categories were represented in the data, data clearly indicated that the phase of learning that simulation addressed most often was the Reflective-Observation phase. Conclusion- Overall, 88% of participants reported performing differently in clinical situations as a result of simulation learning. Participants reported that simulation activities directly applied to their actions in real life clinical experiences. This suggests that students perceive simulation to be an effective tool for learning.