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Simulation strategies in nursing education: An experiential approach toward student achievement

, Walden University, United States

Walden University . Awarded


Simulation in nursing practice has emerged in the past decade as an effective teaching strategy, allowing students the opportunity to acquire skills in a safe environment where patient safety is not compromised. The purpose of this study was to test the hypothesis that the incorporation of simulated learning activities into traditional nursing pedagogy would have a positive effect on academic achievement and students’ perceptions upon transitioning to clinical settings for students enrolled in a nursing associate-degree program. Kolb’s theory of experiential learning provided the theoretical foundation for this study. A quasi-experimental research design with a sequential multigroup approach was used. Fourth-semester students (n = 21) from the spring 2009 semester and fourth-semester students (n = 29) from the spring 2010 semester provided scores for four module exams that reflected nursing content knowledge. A Likert-type questionnaire measured student perceptions of the simulation activities. Independent t tests revealed statistically significant differences between the groups in achievement for both the cardiovascular and the high-risk obstetric modules. Descriptive statistics showed that 93% of participants perceived simulation to be useful in preparing for actual clinical experiences. Findings suggest that the incorporation of simulated learning may provide a student-centered approach toward enhancing student achievement and confidence among nursing students. Implications for positive social change include revisions in nursing education pedagogy that incorporates high-fidelity simulation into nursing curricula, better prepared nursing graduates, and ultimately improved patient safety.


Duprey, M.D. Simulation strategies in nursing education: An experiential approach toward student achievement. Ph.D. thesis, Walden University. Retrieved March 22, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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