Doctor of Philosophy (PhD)
Human Resource Education and Workforce Development
The purpose of this study was to determine the perceptions of selected aspects of high fidelity simulation among students enrolled in a baccalaureate nursing program and the influence of these perceptions on students’ satisfaction and self-confidence in learning. In order to collect the necessary data, the Satisfaction and Self-confidence in Learning and Simulation Design Scale instruments were used. These instruments were completed by both sophomore and senior baccalaureate nursing students following simulation lab experiences. The majority of students surveyed was female of the Millennial Generation and averaged a GPA of 3.14. There were approximately equal numbers of sophomore and senior students, as well as students who had previous healthcare employment and those who did not have previous healthcare employment. The demographics of age, gender, and GPA had few significant relationships. The most significant relationships identified were between sophomore and senior students and those with and without previous healthcare employment. Generally, students perceived they were satisfied and were self-confident in learning through the use of simulation. They also agreed that all simulation design elements were used during their simulation experiences. Using multiple regression analysis, models were found that explained 68.3% of the variance in satisfaction in learning and 60.1% of the variance in self-confidence in learning through the use of simulation. The majority of the factors identified were elements of simulation design that require direct interaction with faculty. Based on these findings, the researcher concluded that simulation is an effective modality to teach the practice of nursing. Also, although most students were generally satisfied and self-confident in learning through the use of simulation, senior students and those with previous healthcare employment were less satisfied and less self-confident. The researcher recommends that schools of nursing expand their use of simulation as a clinical teaching experience, and that administration supports the development of faculty in the implementation of best practices in simulation.
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Hurst, Kim Simoneaux, "High Fedelity Simulation: Its Impact on Self-Confidence and Satisfaction in Learning Among Sophomore and Senior Students" (2015). LSU Doctoral Dissertations. 1687.
Burnett, Michael F.