Comparison of Three Simulation-Based Teaching Methodologies for Emergency Response

Jacqueline J. Arnold, Le Ann M. Johnson, Sharon J. Tucker, Sherry S. Chesak, Ross A. Dierkhising

Research output: Contribution to journalArticle

12 Scopus citations

Abstract

Background: The purpose of this study was to compare the effects of 3 simulation methodologies (low-fidelity, computer-based, and full-scale) on the outcomes of emergency response knowledge, confidence, satisfaction and self-confidence with learning, and performance. Additionally, interrater reliability was assessed for the Emergency Response Performance Tool (ERPT). Method: An experimental, pretest-posttest, control-group design was used to evaluate the effects of the 3 teaching methodologies. In all, 28 participants enrolled in a Critical Care Orientation program participated in the study. Each participant was randomized to 1 of the 3 groups. Participants completed pre- and posttest written examinations and confidence questionnaires, the Student Satisfaction and Self-Confidence in Learning instrument, and baseline and posttest performance assessments. Results: No significant differences were found among the 3 groups in emergency response knowledge, confidence, or performance. There were significant differences in participants' results on the Student Satisfaction and Self-Confidence in Learning instrument, with the full-scale simulation group rating the highest in satisfaction and self-confidence. The interrater reliability for the ERPT ranged from 0.58 to 1.0. Conclusions: Although the statistical findings did not support the hypothesis that critical care RNs who receive full-scale simulation training will score higher in knowledge, confidence, and performance, this study advances the current knowledge base of simulation-based education and research. The ERPT can be a reliable measure for assessing performance in full-scale simulation. However, further studies with larger sample sizes are warranted.

Original languageEnglish (US)
Pages (from-to)e85-e93
JournalClinical Simulation in Nursing
Volume9
Issue number3
DOIs
StatePublished - Mar 1 2013

Keywords

  • Computer based
  • Confidence
  • Critical care
  • Emergency Response Performance Tool
  • Emergency response
  • Interrater reliability
  • Knowledge
  • Performance assessment
  • Simulation

ASJC Scopus subject areas

  • Modeling and Simulation
  • Education
  • Nursing (miscellaneous)

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