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Saturday, 16 November 2013
Learning Objective 1: Test the effectiveness of the traditional didactic lecture augmented with HFS versus the traditional didactic lecture alone on increasing knowledge gains.
Learning Objective 2: Determine if the pre-test results influence the post-test results when comparing the students that received the intervention against the comparison group
Simulation is a teaching strategy that complements the traditional nursing clinical experience by enabling students and healthcare professionals to learn in an environment that eliminates risks to actual patients. The problem to be addressed in this study is the conflicting research results regarding the effectiveness of HFS and students’ knowledge acquisition after participating in simulation exercises. The Solomon Four Research Design is being utilized to determine if HFS increases cognitive gains with BSN students. HFS is a teaching strategy that is becoming well-entrenched in the world of nursing education and is rapidly expanding due to the challenges and demands of the health care environment. At this time of patient complexity in the acute care setting where students engage in clinical practice, it is crucial to bridge the gap between theory taught in the traditional classroom and actual clinical practice (Cannon-Diehl, 2009; Dillard et al., 2009).