Computer-based simulation: Effective tool or hindrance for undergraduate nursing students?

Background: Undergraduate nursing programs continuously strive to improve student learning outcomes within the simulation lab experience. As a result, simulation labs are evaluating computer-based simulation programs to engage the millennial student learner.

Objective: Examine undergraduate nursing student perceptions and experiences when given a computer-based simulation program as a preparation prior to their simulated lab experience.

Methods: A mixed method strategy was used to evaluate the data. Eighty-two senior undergraduate nursing students voluntarily participated in the study and completed the preparation program prior to the students' simulated lab experience. Measures included a retrospective/pretest survey of past simulated experience and posttest survey with focus groups, after the first and last simulation debriefing of the semester. Quantitative and qualitative data were collected and evaluated as separate perspectives and then merged.

Results: Analysis of the numeric data suggested the introductory program positively enhanced learning. Narrative data elicited six themes: improved prioritization, role modeled nursing care, individualized preparedness, engaged critical thinking, decreased level of anxiety and increased confidence in the lab. Quantitative and qualitative perspectives suggested that reinforcement of learned concepts through the computer-based simulation scenarios were central to positive student performance during the simulation lab experience.

Conclusions: Preparatory computer-based simulation programs improved simulation lab experiences by encouraging individualization of student learning and was found to be an effective marker to improve student learning.