COMPARISON OF IN-PERSON AND SCREEN-BASED NURSING SIMULATION

Abstract

Purpose: To compare learning outcomes and student experiences between screen-based simulation using self-debriefing and in-person simulation using facilitated debriefing among undergraduate nursing students in the final semester of their BSN program. Methods: This study employed a quantitative research design using a quasi-experimental approach to evaluate the effects of each simulation modality. Quantitative data were collected through a post-simulation knowledge assessment and the Simulation Effectiveness Tool (SET). To complement these findings, qualitative data were gathered from the responses to the open-ended question within the SET, offering insights into students’ perspectives of their experiences. Findings: Quantitative results indicated a statistically significant difference in knowledge assessment scores with the screen-based group performing better. Quantitative results for the SET indicated statistically significant differences with participants in the in-person group reporting higher levels of confidence and satisfaction with learning. Qualitative results indicated that while some participants appreciated the screen-based format for flexibility, most participants felt that in-person simulation is more effective for learning. Implications: The effectiveness of screen-based simulation for knowledge acquisition suggests that screen-based simulations can be a valuable tool for meeting learning objectives. However, the participants’ preference for in-person simulation suggests that including a hands-on component builds students’ confidence and enhances perceived effectiveness of learning. Integrating both modalities together within curricula allows educators to capitalize on the strengths of each modality. Future research should focus on exploring how to best combine screen-based and in-person simulation to maximize learning outcomes, as well as investigating long-term retention of knowledge and skills across these modalities.