Date of Award

12-2011

Degree Name

Master of Science in Nursing

Department

Nursing

First Advisor

Dr. Linda Zoeller

Second Advisor

Dr. Sally Vliem

Third Advisor

Dr. Ben Atchison

Access Setting

Masters Thesis-Campus Only

Abstract

High-fidelity simulation is being used more for nursing clinical education and has received increased attention in nursing literature. Research has added to the knowledge regarding simulation development, evaluation, and implementation. The purpose ofthis quasi-experimental study was to add to the knowledge base regarding the influence of high-fidelity simulation on gain and retention ofknowledge. Forty-four junior level baccalaureate nursing students participated ineither a lecture only (n = 19) orlecture with simulation (n =25) experience. The students were tested pre-intervention, postintervention, and at 4 months utilizing a multiple choice knowledge evaluation test that was developed by the researchers. The results ofthis study demonstrate that although there was significant learning with the simulation and lecture experience over the lecture only experience (/=-3.39, df= 29, p =.002), there was not significant impact on the 4 month retention of knowledge between the groups (t= -.30, df= 42, p = .766).

Simulation design was tested through the National League for Nursing simulation tools, including the: Simulation Design Scale, Educational Practices in Simulation Scale, and the Student Satisfaction and Self-Confidence in Learning Scales. The scenario was found to be well developed as compared to other published studies.

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