Learning nursing procedures: the influence of simulator fidelity and student gender on teaching effectiveness.

Full Abstract

Simulation technologies are gaining widespread acceptance across a variety of educational domains and applications. The current research examines whether basic nursing procedure training with high-fidelity versus low-fidelity mannequins results in differential skill acquisition and perceptions of simulator utility. Fifty-two first-year students were taught nasogastric tube and indwelling urinary catheter insertion in one of two ways. The first group learned nasogastric tube and urinary catheter insertion using high-fidelity and low-fidelity mannequins, respectively, and the second group learned nasogastric tube and urinary catheter insertion using low-fidelity and high-fidelity mannequins, respectively. The dependent measures included student performance on nasogastric tube and urinary catheter insertion testing, as measured by observer-based instruments, and self-report questionnaires probing student attitudes about the use of simulation in nursing education. Results demonstrated higher performance with high-fidelity than with low-fidelity mannequin training. In response to a self-report posttraining questionnaire, participants expressed a more positive attitude toward the high-fidelity mannequin, especially regarding its responsiveness and realism.

Author information

Author/s: Grady, Janet L (JL); Kehrer, Rosemary G (RG); Trusty, Carole E (CE); Entin, Eileen B (EB); Entin, Elliot E (EE); Brunye, Tad T (TT);

Affiliation: University of Pittsburgh, Johnstown, Pennsylvania15904, USA. jgrady(-atsign-)pitt.edu

Journal and publication information

Publication Type: Evaluation Studies; Journal Article; Research Support, U.S. Gov't, Non-P.H.S.

Journal: The Journal of nursing education (J Nurs Educ), published in United States. (Language: eng)

Reference: 2008-Sep; vol 47 (issue 9) : pp 403-8

Dates: Created 2008/09/16; Completed 2008/11/13;

PMID: 18792707, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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