Development of a Simulation-Based Learning Model

Abstract

This research and development study aimed to develop a Simulation-Based Learning (SBL) model and to evaluate its learning outcomes. There were four phases in the development. First one was a situational analysis, it is to say a descriptive research with a sample of 24 instructors, using semi-structured interviews and focus group discussion (content analysis was used for data analysis). Second phase was the construction and validation of the SBL teaching and learning model, which validity and suitability was confirmed by experts. Third phase consisted in enhancing instructional skills of 69 nurse instructors from Boromarajonani College of Nursing of Nakhon Sawan by performing SBL workshops. Data were collected by using a questionnaire, and were analyzed by using mean. The fourth and final phase was an evaluation by assessing the nursing practice skills of 136 4^th-year students, analyzed with paired t-test.

The results revealed the following.

1. The current teaching practices still focus on content, rather than analytical thinking, which doesn’t encourage students to apply theoretical knowledge in their nursing practice. In addition, most instructors would like to learn teaching styles that could improve student’s competencies in their practicum. SBL is a teaching practice that could promote the ability to apply theoretical knowledge to patient care.

2. The model of teaching and learning using SBL was divided into five steps: 1) pre-pre-brief, 2) pre-brief, 3) simulation activity, 4) debrief, and 5) reflection.

3. The outcome of the development revealed that the educator’s knowledge about SBL was at a good level (M=4.19, SD=0.53). Most of students (80%) were satisfied with SBL teaching. The mean score of the nursing skill pre-posttest was significantly different at p=0.01 (t=18.09).

The results of this study showed that SBL developed students’ potential for self-regulation and evaluation. There was clear evidence that nursing students gave their patients better quality of care after being taught using SBL. Further studies should be conducted to assess the specific effects of SBL teaching and learning on professional competencies and situation development.