Comparison on Nursing Students' Learning Outcomes After Using Computer-Based Self-Directed Simulation Program and High Fidelity Human Patient Simulation

Tuesday, 31 July 2012: 1:30 PM

Ricky W. K. Yuen, MN, MSocSc (Counseling), BN, RN
School of Nursing, Caritas Medical Center, Kowloon, Hong Kong

Learning Objective 1: To evaluate the studentsí learning outcomes after using computer-based self-directed simulation program and high fidelity human patient simulation

Learning Objective 2: To discuss the effectiveness of computer-based self-directed simulation program and high fidelity human patient simulation as teaching and learning activities

Background: Searching for and implementing appropriate effective teaching and learning strategies with evidence-based is required to reinforce professionalism for reserving quality nurses to meeting the increasing demand of nurses. With advancement of science and technology, two kinds of simulation namely computer-based self-directed simulation program (CBSDS) and high fidelity human patient simulation (HFHPS), are widely used in nursing education.

Aims: To compare the learning outcomes, in terms of students’ approaches to learning (SAL) and academic results, after use of CBSDS and HFHPS

Design: Two groups pre- post quasi-experimental design

Method: Ninety-eight second year higher-diploma nursing students in Hong Kong were randomly assigned to use either CBSDS or HFHPS for learning nursing managements on cardiovascular and respiratory emergency. Revised Two-factor Study Process Questionnaire (R-SPQ-2F) was administered before and after the simulation to determine any change of SAL. A written test was also adopted for assessment of students’ knowledge and difference on their academic performance on the subject.

Results: HFHPS students obtained better test results, with significant difference, than those using CBSDS according to the result of one-way analysis of covariance (ANCOVA) (F (1, 95)=7.41, p=.008). The cumulative GPA from previous academic year is the covariate. For the SAL, the post-test mean scores for deep approach to learning among HFHPS students was higher than the pre-test scores with significant difference also (t=4.674, p<.001). Otherwise, no significant finding was noted within or between groups.

Significance & conclusion: The study suggests the use of HFHPS being a more effective teaching and learning activity in use of technology for nursing education, as compared against CBSDS, in view of better academic performance and enhancement in deep approach of learning among participating nursing students. CBSDS, however, may serve as complementary teaching and learning activity in consideration of shortage of faculty to support HFHPS training.