Comparison of Learning Outcomes Between Active Participants and Observer Roles in Simulation-Based Learning

Abstract

BackgroundThe educational impact of observation compared to active participation in simulation-based learning remains uncertain. This study aimed to compare knowledge, clinical reasoning skills, and learning flow between active participants and observers in a nursing simulation experience. MethodsThis study was a parallel randomized trial of two groups. Nursing students were randomly assigned to active participant (n = 37) and observer (n = 32) groups. Knowledge, clinical reasoning skills, and learning flow were measured before and after the simulation. ResultsBoth groups showed improved knowledge, clinical reasoning skills, and learning flow after simulation-based learning, with no pre-test−post-test differences in the three outcomes between the groups. ConclusionsObservers showed similar improvements in learning outcomes compared to active participants in a simulated learning experience. Further studies are needed to identify the effects of reflective observation on performance acquisition and retention.