The effect of role assignment and personality subtypes in simulation on critical thinking development, situation awareness, and perceived self-efficacy of nursing baccalaureate students.
Date on Master's Thesis/Doctoral Dissertation
Industrial Engineering, MS
Committee Co-Chair (if applicable)
high-fidelity patient simulators; healthcare training; healthcare human factors; simulation training
Previous studies have evaluated the effectiveness of high fidelity patient simulators (HFPS) on nursing training. However, a gap exists on the effects of role assignment and student personality subtypes in simulation scenarios. This thesis explored the effects of role assignment and personality on critical thinking, situation awareness, and self-efficacy in baccalaureate-level nursing students. Using researcher-developed tools and altering previously validated tools to fit the simulation scenario, the effects of role assignment and personality were determined. Role assignment and personality were found to have a significant effect on critical thinking and self-efficacy, but not situation awareness. It was determined that roles that require the participant to be more involved with the simulation scenario had better performance scores than the roles that did not require the participant to be as involved. With this study, future multi-student simulation scenarios can be adjusted knowing the impact different roles and personalities can have on outcomes.
Weiler, Dustin Travis, "The effect of role assignment and personality subtypes in simulation on critical thinking development, situation awareness, and perceived self-efficacy of nursing baccalaureate students." (2017). Electronic Theses and Dissertations. Paper 2736.