Date of Award
Doctor of Nursing Practice (DNP)
Leslie C. Moore, PhD, RN, CNE, MBA
Debbie Greene, PhD, RN, CNE
Joan S. Cranford, EdD, RN
Background: Due to large class sizes and limited resources, students participating in high-fidelity simulation experiences may be assigned to an observer role as opposed to an active, nursing role. It is important for educators to determine if anxiety levels and student learning outcomes are comparable regardless of role.
Methods: A quasi-experimental correlational study composed of 132 prelicensure baccalaureate students was conducted.
Results: There were no significant differences between simulation roles for anxiety levels and perceived outcomes for satisfaction, self-confidence in learning, clinical ability, problem solving, confidence in clinical practice, and collaboration.
Conclusions: These findings suggest that either role is an appropriate assignment during simulation.
Bates, Teresa A., "Assessing the Impact of Simulation Role on Anxiety and Perceived Outcomes in Undergraduate Nursing Students" (2017). Doctor of Nursing Practice (DNP) Translational and Clinical Research Projects. 24.