TY - JOUR
T1 - Simulation Observers Learn the Same as Participants
T2 - The Evidence
AU - Johnson, Brandon Kyle
N1 - Publisher Copyright:
© 2019 International Nursing Association for Clinical Simulation and Learning
PY - 2019/8
Y1 - 2019/8
N2 - Background: Confusion continues regarding the value of the observer in simulation and whether they engage in the active and experiential learning environment that underpins simulation. Despite studies demonstrating no differences in knowledge between the participant and observer, it is still unknown how observers learn in simulation and how they apply that learning to a contextually similar situation, a critical aspect of debriefing. Method: An experimental, pretest-multiple posttest, repeated-measures study was used to describe the knowledge demonstration, knowledge retention, and knowledge application of participants and observers after a simulation and debriefing. Results: There was no significant difference between participant and observer in any of the measures. There was significant knowledge gain regardless of role and significant knowledge decay in both groups four weeks later. Conclusions: The observer appears to construct knowledge similarly to participants. Educators must consider the value of assigning learners to both participant and observer roles.
AB - Background: Confusion continues regarding the value of the observer in simulation and whether they engage in the active and experiential learning environment that underpins simulation. Despite studies demonstrating no differences in knowledge between the participant and observer, it is still unknown how observers learn in simulation and how they apply that learning to a contextually similar situation, a critical aspect of debriefing. Method: An experimental, pretest-multiple posttest, repeated-measures study was used to describe the knowledge demonstration, knowledge retention, and knowledge application of participants and observers after a simulation and debriefing. Results: There was no significant difference between participant and observer in any of the measures. There was significant knowledge gain regardless of role and significant knowledge decay in both groups four weeks later. Conclusions: The observer appears to construct knowledge similarly to participants. Educators must consider the value of assigning learners to both participant and observer roles.
KW - DML
KW - debriefing
KW - experiential learning
KW - knowledge
KW - observational learning
KW - observer role
KW - simulation
UR - http://www.scopus.com/inward/record.url?scp=85066857941&partnerID=8YFLogxK
U2 - 10.1016/j.ecns.2019.04.006
DO - 10.1016/j.ecns.2019.04.006
M3 - Article
AN - SCOPUS:85066857941
SN - 1876-1399
VL - 33
SP - 26
EP - 34
JO - Clinical Simulation in Nursing
JF - Clinical Simulation in Nursing
ER -