Testing Simulation Design Features using an Insulin Management Simulation in Nursing Education

Abstract 

This study tested a theory and data-based framework that was used to design, implement, and evaluate a teaching simulation in an introductory nursing medical/surgical course. Concepts in the Simulation Model (Jeffries, 2005) include educational principles, student factors, teacher factors, simulation design features, and outcomes. The study specifically tested the simulation design features and selected outcomes outlined in the model with 60 students from a large Midwest university enrolled in a required medical/surgical course. A 15-minute simulation focused on caring for an insulin-managed patient followed by a 15-minute debriefing time designed and facilitated by the clinical instructor. Students were randomly assigned roles: nurse, student nurse, patient, family member, or observer for the simulation experience. Debriefing was found to be the most important design feature as perceived by the students. There were no significant gains from pretest to post-test on insulin management, however, the students reported that they gained self-confidence in caring for an insulin-managed patient in the clinical setting and overall were very satisfied with the instructional method.