Effect of Repeating Simulation Scenarios on Student Knowledge, Performance, Satisfaction and Self-Confidence

Background: Nursing students must master a variety of skills and learn to make sound clinical decisions to safely and effectively care for patients in a variety of settings. Methods: We examined if there was a difference in knowledge, clinical performance, satisfaction and self-confidence in learning when students repeated a simulation scenario after observing the scenario versus being an active participant. Results: Our findings indicated that nursing students (n = 159) exhibited enhanced clinical knowledge when repeating a scenario. Similarly, clinical performance among the active participants improved substantially from the first to the second run of the scenario. The degree of improvement was significantly higher for those who remained in the same role relative to those who switched roles. Finally, students expressed high levels of satisfaction with the repeating scenarios, regardless of whether they remained in the same role or shifted between being an observer and active participant. Conclusions: Students should have the opportunity to repeat scenarios, ideally remaining in the same active participant role, because it affords them the opportunity to improve their own performance. (C) 2021 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.