Student attitudes toward simulation learning methodologies

Abstract

Nurse educators prepare students to practice in complex clinical settings. Due to the complexity of care and the shortage of clinical sites for nursing students, faculty are developing innovative ways to teach that are cost effective, efficient and high quality (Jefferies, 2005). As nurse educators develop and implement these innovative teaching methodologies they need to evaluate outcomes that include not only knowledge, skill performance, and critical thinking but also attitudinal outcomes such as student satisfaction and self-confidence related to the methodology (Jeffries, 2005). The purpose of this study is to describe student satisfaction with the use of a computer based simulation and its impact on self-confidence in performing basic health assessment skills. The framework is the Simulation Model (Jefferies, 2005). The study is a modified replication of Jeffries, Woolf, & Linde (2003) study. A convenience sample of freshman baccalaureate nursing students in a seminar course in a mid-western university will be used for the study. Learning material for basic assessment skills will be taught using computer based simulation. Student satisfaction with the learning methodology and self-confidence in performing basic health assessment skills will be evaluated after completion of the computer based simulation. Findings will provide information about student attitudinal outcomes related to simulation based learning methods.