Date of Award

11-4-2024

Degree Type

Thesis

Degree Name

Master of Science in Nursing (MScN)

First Advisor

Dr. Khairulnissa Ajani

Second Advisor

Dr. Faisal Ismail

Third Advisor

Ms. Zulekha Saleem

Department

School of Nursing and Midwifery, Pakistan

Abstract

Background: Active involvement of students has typically gotten more attention, but observers develop substantial educational benefits from simulation-based learning. Previous research indicates that observers can achieve learning outcomes that are the same with those of participants, emphasizing the necessity of considering both roles in nursing education.
Purpose: This study purpose is to evaluate the learning efficacy of observing and participating in simulations and assessing whether observers develop and retain knowledge as effectively as participants.
Method: The quantitative, quasi-experimental pre-test and repeated post-test study was conducted to analyze the knowledge demonstration, retention, and application in both groups (observers and participants) after simulation scenarios. Data was collected using a total sampling method on 128 students (Observers n=64 and Participants n=64) from year four bachelors of science in nursing. The data was analyzed on SPSS version 26 using a repeated measure, ANOVA (Analysis for Variance).
Finding(s): The mean score of pre-test of observes was 9.02 ±2.11 standard deviation and participants was 8.95 ± 2.55, the mean score of post-test 1 of observes was 11.56 ±1.75 and participants was 11.70 ±1.88, and the mean score of post-test 2 of observes was 11.94 ±1.75 and participants was 11.87 with a ±2.02. The finding suggested that both observers and participants improved their knowledge and there was no any significance deference between participant and observers’ learning via simulation. Observes develop and retain the same knowledge as active participants.
Conclusion: A well-structured simulation can assist both active and passive learners. The observers gain similar knowledge as the participants. This study contributes to the growing body of knowledge regarding utilization of simulation as clinical pedagogy in nursing education and advances the conversation on simulation-based learning in the health profession.

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1

Last Page

124

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