Evaluating Simulation Methodologies to Determine Best Strategies to Maximize Student Learning

Yvonne K. Scherer, Kelly Foltz-Ramos, Donna Fabry, Ying Yu Chao

Research output: Contribution to journalArticlepeer-review

25 Scopus citations


Limited evidence exists as to the most effective ways to provide simulation experiences to maximize student learning. This quasi-experimental study investigated 2 different strategies repeated versus 1 exposure and participation versus observation on student outcomes following exposure to a high-fidelity acute asthma exacerbation of asthma scenario. Immediate repeated exposure resulted in significantly higher scores on knowledge, student satisfaction and self-confidence, and clinical performance measures than a single exposure. Significant intergroup differences were found on participants’ satisfaction and self-confidence as compared with observers. Implications for nurse educators include expanding the observer role when designing repeated exposure to simulations and integrating technical, cognitive, and behavioral outcomes as a way for faculty to evaluate students’ clinical performance.

Original languageEnglish (US)
Pages (from-to)349-357
Number of pages9
JournalJournal of Professional Nursing
Issue number5
StatePublished - Sep 1 2016

All Science Journal Classification (ASJC) codes

  • Nursing(all)


  • High-fidelity simulation
  • Index words
  • Learning outcomes
  • Nursing education
  • Simulation design


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