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The Impact of Role Assignment on Basic Science Knowledge and Confidence in Undergraduate Nursing Students

Hillyer, Jennifer
http://orcid.org/0000-0001-6998-9521
http://rave.ohiolink.edu/etdc/view?acc_num=kent158517692131987

Abstract Details

2020, PHD, Kent State University, College of Education, Health and Human Services / School of Foundations, Leadership and Administration.
The purpose of this study was to examine the effect of roles (active vs. passive) and assignment methods (instructor vs. self) on measures of basic science/anatomy and physiology (A&P) knowledge and self-confidence of junior level BSN pre-licensure students who participate in a simulation. Previous research has not examined the potential impact of different role assignment methods on self-confidence or basic science knowledge after a simulation. A nonequivalent, pretest-posttest design was used to examine the impact of roles and assignment methods in simulation. A&P knowledge was evaluated by performance on an A&P assessment and self-confidence was evaluated with the Simulation Effectiveness Tool&mdashModified (SET-M) instrument. A pilot study was conducted with nursing students to determine procedural logistics and baseline statistics. Main study participants included students who completed the simulation and posttest items (N = 108) with 24 completing the pretest, simulation, and posttest. Results suggest no significant differences in A&P knowledge or self-confidence based upon role or assignment method. Prebriefing scores were impacted by assignment method, though no differences were found with the SET-M and other subscales. Significant differences in Prebriefing and Debriefing scores were found among the variables of participants' A&P course grade, exposure to CHF clinically, and age. Correlations between the A&P posttest and the SET-M and subscales were found among age groups and CHF clinicals. These findings suggest prebriefing and debriefing effectiveness are viewed differently based upon age and clinical exposure of which educators may need to be cognizant when designing a simulation learning space.
Mark Kretovics (Committee Chair)
Christa Porter (Committee Co-Chair)
Jason Schenker (Committee Member)
247 p.
Anatomy and Physiology; Education; Nursing
basic science knowledge; confidence; high-fidelity simulation; role assignment; undergraduate nursing students

Recommended Citations

Citations

  • Hillyer, J. (2020). The Impact of Role Assignment on Basic Science Knowledge and Confidence in Undergraduate Nursing Students [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent158517692131987

    APA Style (7th edition)

  • Hillyer, Jennifer. The Impact of Role Assignment on Basic Science Knowledge and Confidence in Undergraduate Nursing Students. 2020. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent158517692131987.

    MLA Style (8th edition)

  • Hillyer, Jennifer. "The Impact of Role Assignment on Basic Science Knowledge and Confidence in Undergraduate Nursing Students." Doctoral dissertation, Kent State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent158517692131987

    Chicago Manual of Style (17th edition)

kent158517692131987
257
© 2020, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.