Bringing simulation to the classroom using an unfolding video patient scenario: A quasi-experimental study to examine student satisfaction, self-confidence, and perceptions of simulation design.

Background: Teaching strategies to promote experiential learning in the classroom are important to facilitate students' clinical reasoning abilities. Using video to simulate unfolding patient scenarios in the classroom has the potential to engage students through active learning and to enhance their ability to connect theory to practice.
Objectives: Study objectives were to: (1) Evaluate nursing students' satisfaction and self-confidence in learning and perceptions of the design of a simulated patient scenario delivered via video in the classroom and (2) Compare findings to students' satisfaction, self-confidence, and perceptions of the design of prior high-fidelity simulation experiences in the laboratory.
Design: A quasi-experimental approach was used.
Setting: The study setting was a nursing classroom at a University in the southeast United States.
Participants: Convenience sampling was utilized and 54 students in their final semester of a pre-licensure baccalaureate nursing program participated.
Methods: The intervention was an unfolding video patient scenario delivered in the classroom. Prior to the intervention, participants completed two measurement tools to collect information about their satisfaction, self-confidence, and perceptions of the design of prior high-fidelity simulations. After the intervention, these tools were administered again to collect data about the video simulation experience in the classroom.
Results: Participants had a higher level of satisfaction (p = 0.002) and self-confidence (p < 0.001) following the classroom intervention than for prior high-fidelity simulations in the laboratory. Student perceptions of the simulation design were more favorable for the classroom intervention than for prior laboratory simulations (p < 0.001).
Conclusions: Use of unfolding video patient scenarios in the classroom can promote student engagement in learning. Nurse educators should consider this teaching strategy that provides students with opportunities to connect and apply classroom content to patient care.
Competing Interests: Declaration of competing interest There are no conflicts of interest to report.
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