Abstract
Background: Simulation has become an accepted teaching practice and clinical experience in nursing and other healthcare professions. These simulations can help expose students to complex issues and clinical situations that they might not experience until they become a licensed nurse. Although this simulation has proven to be a beneficial learning activity, students do not always enjoy or are satisfied with the traditional ways of implementing simulation. Role modeling in simulation, a video of field experts role modeling expected clinical behaviors, is an innovative learning strategy to improve student learning outcomes (1-3).
Purpose: The purpose of this poster presentation is to discuss how role modeling in simulation significantly improved student satisfaction and self-confidence in learning.
Method: The students were divided: one half in control group and one half in experimental group. The control group received the usual simulation experience; whereas the experimental group also had a video of expert faculty role modeling the correct behaviors. Student satisfaction and self- confidence was measured after the simulation experience.
Results: The experimental group, with the role modeling video, reported significantly high student satisfaction and self-confidence in learning than the control group.
Conclusion: Role modeling in simulation can improve the students’ experience in simulation. This satisfaction with learning process could potentially improve learning and knowledge retention. Future studies should be performed on how this innovative teaching process can improve clinical judgment in simulation. Role modeling in simulation could be applied to any major. Role modeling helps students see how an expert would act and think during their practice.
References:
- Aronson, B., Glynn, B., & Squires, T. (2013). Effectiveness of a role-modeling intervention on student nurse simulation competency. Clinical Simulation in Nursing, 9, e 121-e126.
- Coram, C (2016). Expert role modeling effecting on novice nursing students’ clinical judgment. Clinical Simulation in Nursing, 12(9), 385-391.
- Lasater, K., Johnson, E.A., Ravert, P., Rink, D. (2014). Role modeling clinical judgment for an unfolding older adult simulation. Journal of Nursing Education, 53(5), 257-264
Objectives
- After using role modeling in simulation, students were more satisfied with their learning experience in the simulation lab.
- Students also were more confident in their learning compared to the group who did not use role modeling in simulation.
- Role modeling in simulation could provide students with a better experience than traditional methods of implementing a simulation.
Presenters
Dr. Ashleigh Woods, UA Capstone College of Nursing
Dr. Ashleigh Woods has been a registered nurse since 2008 and received her BSN, MSN in Case Management and EdD from the University of Alabama. Dr. Woods also has earned her certification from the National League of Nursing as a Certified Nursing Educator (CNE). Dr. Woods has clinical experience in a variety of nursing units, including labor and delivery, mother-baby, neonatal intensive care, occupational health, and cardiac critical care. Her research interests include online learning, active learning strategies, and simulation.
Ms. Meredith Rice, UA Capstone College of Nursing
Ms. Meridith Rice has been a registered nurse since 2005 and received her BSN as well as MSN in Clinical Nurse Leadership from The University of Alabama. Ms. Rice is currently a PhD student at the University of Missouri and a Robert Wood Johnson Foundation Future of Nursing Scholar. Ms. Rice has clinical experience in trauma, surgical critical care, neurologic critical care, and cardiac critical care. Her research interests include health disparities, medication adherence, active learning strategies, and simulation.
Ms. Holly Stokley, UA Capstone College of Nursing
Mrs. Holly Stokley has been a registered nurse since 2011. She received her BSN from the University of Alabama and her MSN in nursing education from the University of North Alabama. Mrs. Stokley has clinical experience in medical/surgical units, as well as multiple critical care areas. Her research interests include simulation and alternative learning strategies.