Date of Award
Fall 9-5-2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Nursing
First Advisor
Jennifer O'Rourke
Abstract
As the complexity of healthcare continues to grow, it is essential that nursing graduates enter the workforce with strong clinical judgment, confidence, and practice readiness. Simulation is an active learning strategy that creates a realistic, hands-on experiences for learners. Despite its widespread use, the impact of simulation roles within a simulated experience (participant versus observer) on student engagement remains unclear, particularly across different levels of nursing education. This study investigated differences in active learning engagement among sophomore and senior prelicensure nursing students (N = 161) based on their assigned role in a high-fidelity simulation scenario. Grounded in Kolb’s Experiential Learning Theory, a non-experimental pretest/posttest design was employed, using the Assessing Student Perspective of Engagement in the Classroom Tool (ASPECT) to measure engagement before and after debriefing. The ASPECT evaluates three engagement constructs: value of the activity, personal effort, and instructor contribution. From the study it was found that both a student's simulation role (participant or observer) and level of study (sophomore or senior) influence their value of activity and personal effort invested during high-fidelity simulations. These insights can help guide simulation design and teaching strategies to better support learning and improve outcomes across the nursing curriculum.
Recommended Citation
Flynn, DeLisa, "Evaluating the Active Learning Experience of Prelicensure Nursing Students by Role and Level in Simulation" (2025). Dissertations. 4220.
https://ecommons.luc.edu/luc_diss/4220
