Simulation Use in the Classroom: Impact on Knowledge Acquisition, Satisfaction, and Self-Confidence

Zulkosky, Kristen D.

doi:10.1016/j.ecns.2010.06.003

Cited by 46 publications

(25 citation statements)

References 22 publications

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“…2010). Students who watched a video‐recorded patient simulation scored significantly lower than a lecture/case study comparison group on a cardiac exam and no significant difference between groups was identified for a hypoperfusion exam (Zulkosky 2012). In contrast, students in the didactic/simulation group in Tiffen et al.…”

Section: Discussionmentioning

confidence: 93%

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A critique of the National League for Nursing/Jeffries simulation framework

LaFond

Vincent

2012

Journal of Advanced Nursing

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Empirically supported definitions of concepts would strengthen the framework and help educators to consistently produce and identify positive outcomes. Additional rigorous research is necessary to further test relationships among concepts and the associated concept variables in the framework. More studies outside of the United States are needed to confirm the framework is relevant to nursing programs in other countries.

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Section: Discussionmentioning

confidence: 93%

“…2006, Jeffries & Rizzolo 2006, Corbridge et al. 2010, Zulkosky 2012, Tiffen et al. 2011) and observation to determine skill acquisition (Ironside et al.…”

Section: Discussionmentioning

confidence: 99%

A critique of the National League for Nursing/Jeffries simulation framework

LaFond

Vincent

2012

Journal of Advanced Nursing

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“…Studies measuring student satisfaction show HPS to be successful [4] , although satisfaction is not a homogeneous and unproblematic phenomenon in relation to learning [6,7] . In comparing different learning approaches the students reported that they preferred the more familiar and traditional [8,9] .…”

Section: Introductionmentioning

confidence: 99%

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Tosterud

Hall‐Lord

Petzäll

et al. 2014

JNEP

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The debriefing phase in human patient simulation is considered to be crucial for learning. To ensure good learning conditions, the use of small groups is recommended, which poses a major challenge when the student count is high. The use of large groups may provide an alternative for typical lecture-style education and contribute to a more frequently and repeated training which is considered to be important for achieving simulation competency. The purpose of the present study was to describe nursing students' experiences obtained during the debriefing conducted in small and large groups with the use of a qualitative descriptive approach. The informants had participated in a human patient simulation situation either in large or small groups. Data was collected through the use of five focus-group interviews and analysed by content analysis. The findings showed that independent of group-size the informants experienced the learning strategies to be unfamiliar and intrusive, and in the large groups to such an extent that learning was hampered. Debriefing was perceived as offering excellent opportunities for transferable learning, and activity, predictability and preparedness were deemed essential. Small groups provided the best learning conditions in that safety and security were ensured, but were perceived as providing limited challenges to accommodate professional requirements as a nurse. Simulation competency as a prerequisite for learning was shown not to be developed isolated in conjunction with simulation, but depends on a systematic effort to build a learning community in the programme in general. The faculty needs to support the students to be conscious and accustomed to learning as a heightened experience of learning out of their comfort zone.

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“…The NLN developed the Student Satisfaction and Self-Confidence in Learning Instrument during its national 2005 multisite, multimethod landmark study (Jeffries & Rizzolo, 2006). Reliability of this instrument was tested in undergraduate nursing students (N ¼ 798) in the NLN study with a reported Cronbach's alpha of 0.94 for satisfaction and 0.87 for self-confidence and continues to show reliability (Fountain & Alfred, 2009;Zulkosky, 2010). Clinical judgment was evaluated by raters during both simulations using the Lasater Clinical Judgment Rubric (LCJR).…”

Section: Design and Instrumentationmentioning

confidence: 99%

The Effect of a Model Demonstration During Debriefing on Students' Clinical Judgment, Self-confidence, and Satisfaction During a Simulated Learning Experience

Weaver

2015

Clinical Simulation in Nursing

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Simulation Use in the Classroom: Impact on Knowledge Acquisition, Satisfaction, and Self-Confidence

Cited by 46 publications

References 22 publications

A critique of the National League for Nursing/Jeffries simulation framework

A critique of the National League for Nursing/Jeffries simulation framework

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

The Effect of a Model Demonstration During Debriefing on Students' Clinical Judgment, Self-confidence, and Satisfaction During a Simulated Learning Experience

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