Comparing Outcomes of Active Student and Observer Roles in Nursing Simulation

Abstract

Background Because of large class sizes and limited resources, students participating in high-fidelity simulation experiences may be assigned to an observer role as opposed to an active nursing role. Purpose Educators need to determine if anxiety levels and student learning outcomes are comparable for students in active and observer roles. Methods A quasi-experimental study was conducted with 132 prelicensure baccalaureate students. Active nursing roles consisted of primary care, documentation, and medication nurse roles. Observer role students were provided with resources to guide them with developing their observational skills and achieving the simulation objectives. Results There were no significant differences between simulation roles for anxiety levels, satisfaction with learning, self-confidence in learning, clinical ability, problem solving, confidence in clinical practice, and collaboration. Conclusions These findings suggest that either role is an appropriate assignment during simulation. Educators should identify ways to be supportive and reduce anxiety in students during simulation experiences.

The simulation design in health and nursing: A scoping review

“…In the simulation scenario, the students' roles determine the development of individual and collective learning (Bates et al, 2019; Scherer et al, 2013). Scholars have discussed learning from the point of view of the simulation observer, not identifying differences compared with the participants that effectively interfere in the scenario (Bates et al, 2019; Norman, 2018). However, it is still necessary to verify the difference between the roles of observer and participant in relation to the cognitive, attitudinal and procedural domains of learning.…”

“…In the simulation scenario, the students' roles determine the development of individual and collective learning (Bates et al, 2019;Scherer et al, 2013). Scholars have discussed learning from the point of view of the simulation observer, not identifying differences compared with the participants that effectively interfere in the scenario (Bates et al, 2019;Norman, 2018).…”

Prelicensure nursing students' perspectives on video-assisted debriefing following high fidelity simulation: A qualitative study

“…Due to time constraint and an expanded student cohort, it was difficult for the facilitator to assign the entire group of students as "performers" for the simulation. However, the facilitator could enhance the role of an "observer" in vicarious learning through providing observational guides and feedback training to practice critical thinking and feedback skills (Bates et al, 2018;O'Regan et al, 2016). There was no consensus made about the optimal length of video-watching during debriefing.…”

Satisfação e autoconfiança de estudantes de enfermagem como atuantes e observadores em simulação realística

“…Os papéis adotados pelos participantes durante o cenário de simulação como observador ou atuante podem não repercutir no resultado do aprendizado, da confiança e da satisfação (7) . Em contrapartida, outros estudos que compararam os dois papéis desempenhados pelos estudantes em cenários de simulação apontaram que os mesmos se sentiram mais seguros para desenvolver sua prática assistencial quando puderam atuar no cenário (1,8) .…”