Abstract
The objective of the study was to examine differences in learning outcomes, in students in the role of observer, using an observation guide and those without an observation guide during a simulation-based learning experience. The study design was quasi-experimental and included statistical analysis of variance (ANOVA) and independent t-tests to identify differences in learning outcomes. No significant improvement in knowledge, self-confidence, or collaboration was noted between baccalaureate nursing students (n=121) using an Observation Guide (n=62). However, students utilizing an Observation Guide were more satisfied with the Simulation-based Learning (SBL) experience (t (117)=2.518, p=0.013), although effect size was small (r=0.05). Challenges such as decreases in clinical placement sites and increased student enrollment, indicate a need for improvements in implementation of SBL for student observers.
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