Elizabeth K Herron1, Kelly Powers2, Lauren Mullen3, Brandi Burkhart3. 1. James Madison University School of Nursing, 235 Martin Luther King Jr. Way, Harrisonburg, VA 22807, United States of America. Electronic address: herronek@jmu.edu. 2. University of North Carolina at Charlotte, School of Nursing, United States of America. 3. James Madison University School of Nursing, United States of America.
Abstract
BACKGROUND: Research on simulation in nursing education has demonstrated the positive impact active, experiential learning has on student satisfaction, self-confidence, and knowledge. As a result, simulation laboratories with high-fidelity human patient simulators have become a common adjunct to clinical teaching. It is important to also promote active learning in the classroom setting; however, there is limited evidence on using video simulations in large classrooms. OBJECTIVES: This study sought to determine if using a video simulated unfolding case study as part of the didactic classroom, as compared to a traditional written case study, improved students' satisfaction, self-confidence, and knowledge. DESIGN: A two-group, quasi-experimental design was used. SETTINGS: The study occurred at a University in the southeastern United States. PARTICIPANTS: A total of 165 baccalaureate nursing students participated. METHODS: The control group received a written case study, while the intervention group received video simulation of the same case study and student satisfaction, self-confidence, and knowledge were measured upon completion. Data analysis used descriptive statistics and t-tests. Qualitative comments were also provided by students and analyzed for themes. RESULTS: There were no statistically significant differences, with both groups reporting a high level of satisfaction and self-confidence. The percent of knowledge questions answered correctly was higher for the video simulation group for all seven questions. Four themes were identified from participant words: A better understanding, Able to apply learning to a patient scenario, Engaged in learning, and Visualizing it helps. CONCLUSIONS: Results suggest the use of video simulation in the classroom may deepen students' understanding of classroom content and provide an additional mode for learning to enhance classroom lecture. Use of video simulation to augment classroom teaching is suggested as a strategy for engaging learners.
BACKGROUND: Research on simulation in nursing education has demonstrated the positive impact active, experiential learning has on student satisfaction, self-confidence, and knowledge. As a result, simulation laboratories with high-fidelity humanpatient simulators have become a common adjunct to clinical teaching. It is important to also promote active learning in the classroom setting; however, there is limited evidence on using video simulations in large classrooms. OBJECTIVES: This study sought to determine if using a video simulated unfolding case study as part of the didactic classroom, as compared to a traditional written case study, improved students' satisfaction, self-confidence, and knowledge. DESIGN: A two-group, quasi-experimental design was used. SETTINGS: The study occurred at a University in the southeastern United States. PARTICIPANTS: A total of 165 baccalaureate nursing students participated. METHODS: The control group received a written case study, while the intervention group received video simulation of the same case study and student satisfaction, self-confidence, and knowledge were measured upon completion. Data analysis used descriptive statistics and t-tests. Qualitative comments were also provided by students and analyzed for themes. RESULTS: There were no statistically significant differences, with both groups reporting a high level of satisfaction and self-confidence. The percent of knowledge questions answered correctly was higher for the video simulation group for all seven questions. Four themes were identified from participant words: A better understanding, Able to apply learning to a patient scenario, Engaged in learning, and Visualizing it helps. CONCLUSIONS: Results suggest the use of video simulation in the classroom may deepen students' understanding of classroom content and provide an additional mode for learning to enhance classroom lecture. Use of video simulation to augment classroom teaching is suggested as a strategy for engaging learners.
Authors: Hebat Allah A Amin; Haidy Khalil; Doaa Khaled; Mamdouh Mahdi; Mohamed Fathelbab; Dalia A Gaber Journal: Med J Armed Forces India Date: 2021-07-26
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