1Demonstrator, College of Nursing at KSUv, PhD Candidate at Barry University, 11300 NE 2nd Avenue, Miami Shores, FL, 33161-6695, United States
2Dean, College of Health & Human Services, Saginaw Valley State University, Saginaw, Michigan
The paper presents an instructional strategy and methodologies for enhancing evidence based practice teaching and improve learning outcomes. Lecture is a teacher centered method that is developed by faculty to transmit information to learners directly. Simulation is a method of teaching that uses imaginary experience reflective of real life situations to guide learners to practice decision making and to perfect psychomotor skills, without injury. The paper describes a systematic review conducted to compare the effect of lecture versus simulation on nursing students’ performance. Skill performance, competence, satisfaction and self-confidence are assessed utilizing data from eight studies published between 2006 and 2010 and include a total of 1138 undergraduate nursing students. The findings of the review indicate that simulation when compared to instructional lecture was shown to have significantly positive outcomes in terms of skill performance, competence, and satisfaction while the findings were mixed for self-confidence. The data supports the recommendation that Nursing education benefits from lectures to be combined with simulation in order to increase student performance and satisfaction most significantly. Recommendations for future research include larger sample sizes, more randomized control trials to further study, and more developed valid and reliable instruments for assessment.
Simulation, Lecture, Nursing Education, Undergraduate, Performance, Self-Confidence, Competence, Satisfaction
