Abstract
Evidence supports the contributions of high-fidelity HPS to post-simulation affective, cognitive, and psychomotor learning outcomes (Cant & Cooper, 2010; Lapkin, Levett-Jones, Bellchambers & Fernandez, 2010). Expanding the benefits of HPS experiences to more students and with more experiences would multiply these benefits. However, to justify the full integration of HPS into nurse curriculum, more evidence of knowledge retention is needed. Few studies examine how well information learned in HPS remains 3-6 months following the HPS experience, and existing evidence is limited and inconsistent (Ackermann, 2009; Aqel & Ahmad, 2014; Couto, Farhat, Geis, Olsen & Schvartsman, 2015).Further, a more efficient strategy to deliver HPS to large groups of students is essential to feasibly adapt HPS to dwindling numbers of nurse faculty. One of the biggest challenges in expanding HPS experiences is the time needed to facilitate HPS for large groups of students (Adamson, 2010). New strategies are needed to address this barrier. Using a quasi-experimental design, we developed and tested a large-group HPS experience to minimize time required for HPS experiences by capturing the value of vicarious learning. Our intervention included 8 high-fidelity HPS scenarios embedded into a didactic medical-surgical undergraduate nursing course. We describe our large-group HPS intervention and present tools we used to assist students with the new teaching-learning strategy. Using results from MANCOVA and t-test analyses, we present evidence of knowledge retention, compared to traditional teaching methods; and we examine the effects of this strategy for both active participants and vicarious learners who observe the high-fidelity HPS experience
Sigma Membership
Unknown
Lead Author Affiliation
International Nursing Association for Clinical Simulation and Learning (INACSL)
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Clinical Simulation, Large Group, Quantitative Research
Recommended Citation
Rode, Jennifer L.; Barnes, Brenda; and Callihan, Mike, "Human patient simulation: Bringing the future into the classroom" (2016). General Submissions: Presenations (Oral and Poster). 99.
https://www.sigmarepository.org/gen_sub_presentations/2016/presentations/99
Conference Name
INACSL Conference
Conference Host
International Nursing Association for Clinical Simulation and Learning
Conference Location
Grapevine, Texas, USA
Conference Year
2016
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Human patient simulation: Bringing the future into the classroom
Grapevine, Texas, USA
Evidence supports the contributions of high-fidelity HPS to post-simulation affective, cognitive, and psychomotor learning outcomes (Cant & Cooper, 2010; Lapkin, Levett-Jones, Bellchambers & Fernandez, 2010). Expanding the benefits of HPS experiences to more students and with more experiences would multiply these benefits. However, to justify the full integration of HPS into nurse curriculum, more evidence of knowledge retention is needed. Few studies examine how well information learned in HPS remains 3-6 months following the HPS experience, and existing evidence is limited and inconsistent (Ackermann, 2009; Aqel & Ahmad, 2014; Couto, Farhat, Geis, Olsen & Schvartsman, 2015).Further, a more efficient strategy to deliver HPS to large groups of students is essential to feasibly adapt HPS to dwindling numbers of nurse faculty. One of the biggest challenges in expanding HPS experiences is the time needed to facilitate HPS for large groups of students (Adamson, 2010). New strategies are needed to address this barrier. Using a quasi-experimental design, we developed and tested a large-group HPS experience to minimize time required for HPS experiences by capturing the value of vicarious learning. Our intervention included 8 high-fidelity HPS scenarios embedded into a didactic medical-surgical undergraduate nursing course. We describe our large-group HPS intervention and present tools we used to assist students with the new teaching-learning strategy. Using results from MANCOVA and t-test analyses, we present evidence of knowledge retention, compared to traditional teaching methods; and we examine the effects of this strategy for both active participants and vicarious learners who observe the high-fidelity HPS experience