Abstract

High Fidelity Simulation is a teaching strategy that is becoming well-entrenched in the world of nursing education and is rapidly expanding due to the challenges and demands of the health care environment. The problem addressed in this study is the conflicting research results regarding the effectiveness of HFS for students' knowledge acquisition after participating in simulation exercises. Specifically this researcher determined the effects of a formatted simulation scenario on knowledge acquisition among nursing students and the students' satisfaction and self-confidence with the simulation learning activity. Kolb's Experiential Learning Theory (1984) provided the framework for this study.

This study used a quantitative quasi-experimental design, specifically, the Solomon Four Research Design with 43 first semester senior nursing students enrolled at a baccalaureate nursing program at a state university in the southeastern United States.

Author Details

Rachel Mattson Hall, PhD, MSN, WHNP-BC

Sigma Membership

Non-member

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Randomized Controlled Trial

Research Approach

Quantitative Research

Keywords:

High Fidelity Simulation, Nursing Education, Soloman Four Research Design

Advisor

Joellen Edwards

Second Advisor

Wendy M. Nehring

Third Advisor

Sally Blowers

Fourth Advisor

Francis Otuonye

Degree

PhD

Degree Grantor

East Tennessee State University

Degree Year

2013

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

Peer-review: Single Blind

Acquisition

Self-submission

Date of Issue

2015-03-24

Full Text of Presentation

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