High-fidelity Simulation Influences on Novice Baccalaureate Nursing Students

High-fidelity Simulation Influences on Novice Baccalaureate Nursing Students

Author: 
Barbara Connelley
Program of study: 
Ph.D./NUR
Abstract: 
Current research supports high-fidelity simulation use as a method for educating junior and senior nursing students. The purpose of this study was to examine the relationship that existed between the use of evidence-based high-fidelity simulation and the novice baccalaureate nursing students’ development of their nursing knowledge, performance skills, critical thinking skills, and self-confidence. A four-year university that offered a Bachelor of Science degree in nursing was the site of the study. This quasi-experimental quantitative study used a simple interrupted time-series, nonequivalent dependent variables, within-group design. Novice baccalaureate nursing students enrolled in their first theory and clinical course comprised the convenience sample. A pretest-posttest assessed their nursing knowledge; the National League of Nursing Questionnaires evaluated the students’ perspective of critical thinking skills, performance skills, and selfconfidence. The Creighton Simulation Evaluation Instrument evaluated the students’ performance skills, critical thinking skills, and self-confidence from the faculty perspective. A paired t-test correlated the data results of the NLN Questionnaires and the Creighton Simulation Evaluation Instrument. From the students’ perspective the results indicated no direct relationship between high-fidelity simulation and nursing knowledge, skills, critical thinking, and self-confidence. From the faculty perspective the results did suggest that high-fidelity simulation may influence the novice baccalaureate nursing students’ performance skills and critical thinking skills. Additional research is needed to support high-fidelity simulation as an education method that influences the development of nursing knowledge, performance skills, critical thinking skills, and self-confidence in novice baccalaureate nursing students.
Dedication: 
This dissertation is dedicated to my late husband who encouraged me to pursue my dream of furthering my education in nursing; I wish he could be with me at the end of this journey. Also to my daughter and her family who understood my absences from family gatherings or school programs; and my two sons and their families for their encouragement by long distance through this journey.
Acknowledgements: 
I would like to thank my chair, Dr. Margaret Kroposki and my committee members Dr. Ruth Grendell and Dr. Nat Rasmussen, who were always willing to give me feedback in a timely manner, allowing me to complete this journey with less stress. For all their encouragement and direction through this dissertation process, I could not have achieved this without their guidance. Thank you for all you have done. To my faculty coworkers, thank you for all the assistance, support, suggestions, and encouragement.