Nursing Students’ Perceptions of the Effect on Critical Thinking, Assessment, and Learner Satisfaction in Simple Versus Complex High-Fidelity Simulation Scenarios

Abstract

This comparative study with high-fidelity simulation measured students' perceptions of the learning effectiveness of two different levels of assignments (simple vignettes versus complex scenarios). The assignments were evaluated on critical thinking, assessment, and learner satisfaction with the teaching method. No significant difference was found between the means of the simple versus complex assignments on any of the three variables or the total score. In the qualitative comments, students identified that both simple and complex scenarios can be used to help them learn different aspects of the nursing role. Faculty new to this technology can use simple scenarios to learn how to manage the simulation program and still create an effective learning activity.