Cultivating Nursing Student Competency Through Serious Gaming Simulation-Enhanced Prebriefing

Problem: Simulation is an effective teaching strategy for undergraduate nursing students, providing a safe environment for learning in a low-risk setting. However, students are not fully prepared to take full advantage of high-fidelity simulation activities. The purpose of this study was to examine the impact of serious gaming simulation-enhanced prebriefing on student competency and simulation effectiveness. Methodology: The study employed a quantitative, cross-sectional, quasi-experimental design using secondary data. Participants included undergraduate nursing students in a southern private university. The students were enrolled in the prelicensure nursing program and the obstetric or the transition to practice course. The control group received a traditional prebrief, high-fidelity simulation, and debrief while the intervention group received a serious gaming simulation-enhanced prebrief, high-fidelity simulation and debrief. Student competency was assessed using the valid and reliable Creighton-Competency Evaluation Instrument (C-CEI) while simulation effectiveness was measured by the Simulation Effectiveness Tool-Modified (SET-M). Data Analysis: Independent t-tests were run to compare the means of the SET-M and C-CEI total scale scores between study groups. MANOVAs was completed to examine the mean differences in C-CEI and SET-M subscale scores between the control and intervention groups. Although there were statistically significant outcomes with the clinical judgment and communication C-CEI subscales, the implications of these results are limited due to the small sample size and low reliability of the CCEI in this study. Implications: The results help to focus future research on the best methods to improve student performance during high-fidelity simulation and to demonstrate student competencies.