Clinical Practice

Exploring Differences in Student’s Perceptions and Learning With an Innovative Team-Based Gaming Simulation Experience and Traditional Simulation Delivery

Friday, June 16, 2023

11:30 AM – 1:00 PM EDT

Location: Ballroom B/C

Lead Author(s)

Margot E. RYKHOFF, RN, BScN, MA(Ed), CHSE

Professor
Humber College ITAL
Oakville, ON, Canada

Co-Author(s)

Sandra Secord, RN, BScN, MN

Professor Faculty of Health Science and Wellness
Humber College
King City, ON, Canada
Sandra Devlin Cop, RN, MScN, CHSE

Sandra Devlin Cop
Humber Institute of Technology and Advanced Learning
Toronto, ON, Canada

Disclosure(s):

Margot E. RYKHOFF, RN, BScN, MA(Ed), CHSE: No financial relationships to disclose

Sandra Secord, RN, BScN, MN: No financial relationships to disclose

Sandra Devlin Cop, RN, MScN, CHSE: No financial relationships to disclose

Abstract :

Background: A knowledge gap exists regarding team based gaming simulation (TBGS) objective evaluations to determine if change or learning occurred (Foronda et al., 2013) and if there is a difference between this delivery format to traditional patient simulation. Much of the existing literature is based on learner self-reports and perceptions of learning. Further knowledge gaps exist as many studies have lacked inclusion of control groups (Roh et al., 2020), study design with large sample sizes (Mariani & Doolen, 2016), and the most effective approach for opportunities for teamwork and collaborative skills. (Jeffs et al., 2021).

Objectives: To explore student experience and learning when using team based gaming simulation in comparison to traditional simulation delivery.

Methods: The content of the TBGS of a high acuity pediatric scenario was created using evidence from literature and INACSL Standards of Best Practice. A pre/post test within groups design to assess knowledge, student satisfaction/self-confidence, educational practices was undertaken. Year 3 Bachelor of Nursing students (n=221) were randomly selected to participate in a group.

Results: Analysis found significant differences in the TBGS for most items in Student Satisfaction (p =.008; p=.023); Educational Practices-collaboration (p=. 007 and p=.001); and high expectations (p=. 006). There were significant differences between pre and post-test scores with both formats (p=.048).

Conclusions: Team based gaming simulation has a greater impact on student perceptions of more items of Student Satisfaction, Educational Practices, and collaboration compared to traditional simulation delivery format. Test scores improve with both simulation delivery formats.

Learning Objectives:

Upon completion, participants will be able to acquire knowledge that address simulation pedagogy including simulation foundations, curriculum integration, debriefing, and evaluation in simulation using INACSL Standards of Best Practice: Simulation to a team based gaming simulation learning experience.
Upon completion, participants will be able to engage in a novel pedagogical approach to student learning using a team-based gaming simulation learning experience that strengthens student’s teamwork and collaboration skills.
At the conclusion of this presentation, participants will identify how they will incorporate INACSL Standards of Best Practice: Simulation into a team-based simulation gaming learning experience for students across courses/programs/faculties and/or interprofessional learning experiences.