From Static Lab to Simulation Lab Students Reflect on Their Learning PDF download.
Abstract
Background:Nursing faculty are challenged to incorporate use of low,moderate,and high-fidelitysimulators into the curriculum and to evaluate student learning.This study compares students’perceptions of learning across levels of simulation.
Method:Colaizzi’s descriptive phenomenological method was used,with data collection at two times:(a)after a static lab using low-fidelity task trainers and(b)after a simulation lab incorporating high-fidelity manikins.Students were asked to describe their learning after each lab.Written comments wereanalyzed,and themes from each time were compared.Findings were taken back to participants forvalidation.
Results:Students’comments indicated a progression of learning from the what,when,how,and whyof psychomotor skills in the static lab to more complex concepts such as assessing,prioritizing,relat-ing information,and formulating therapeutic interventions in the high-fidelity simulation lab.
Conclusions:Study results confirm that students are able to recognize progression in learning,fromperforming psychomotor skills to making clinical judgments,as they engage in strategically plannedlab experiences.
KEYWORDS
simulation;experiential learning;nursing skills;phenomenological research