Measuring the impact of productive failure on nursing students' learning in healthcare simulation: A quasi-experimental study.
Previous research suggests that making errors in a non-threatening simulated environment can facilitate learning. Productive failure, which combines problem-solving tasks followed by instruction, enables students to learn from making mistakes. This teaching approach has demonstrated improved learnin...
| Publicado en: | Nurse Education Today Vol. 101 |
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| Autores principales: | , , , , |
| Formato: | research randomized controlled trial Journal Article |
| Publicado: |
Elsevier B.V.
Jun2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=149921666&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 149921666 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Jun2021 vid: 101 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 149921666 149921666 149921666 10.1016/j.nedt.2021.104871 149921666 ppct: 1 formats: tig: atl: Measuring the impact of productive failure on nursing students' learning in healthcare simulation: A quasi-experimental study. aug: au: Palominos, Evelyn Levett-Jones, Tracy Power, Tamara Alcorn, Nadine Martinez-Maldonado, Roberto affil: Faculty of Health, University of Technology Sydney, 235 Jones St, Ultimo, NSW 2007, Australia sug: subj: Head Injuries Education Pediatric Care Education Teaching Methods Simulations Models, Anatomic Students, Nursing, Baccalaureate Learning Evaluation Student Knowledge Evaluation Outcomes of Education Human Randomized Controlled Trials Random Assignment Quasi-Experimental Studies Australia Students, Undergraduate Problem Solving Pretest-Posttest Control Group Design Descriptive Statistics ab: Previous research suggests that making errors in a non-threatening simulated environment can facilitate learning. Productive failure, which combines problem-solving tasks followed by instruction, enables students to learn from making mistakes. This teaching approach has demonstrated improved learning outcomes such as explanatory knowledge and transfer of knowledge compared to a direct instruction approach where students receive instruction prior to problem-solving tasks. However, no previous studies have examined the impact of productive failure on nursing students' learning in manikin-based simulation. To measure the impact of productive failure on nursing students' declarative knowledge, explanatory knowledge, and transfer of knowledge compared to a direct instruction approach in a paediatric closed head injury simulation. Second year undergraduate nursing students (n = 349) from one Australian university were invited to participate in the study. Consenting participants (n = 344) were randomised into two groups: productive failure and direct instruction. The intervention consisted of two paediatric closed head injury simulations separated by a simulation debrief. Knowledge tests were administered before and immediately after the simulation. Data from 331 participants were analysed. The productive failure group outperformed the direct instruction group in the post-test (p < 0.001). Learning gains for participants in the productive failure group were significantly higher than the direct instruction group for both explanatory knowledge (p < 0.001) and the ability to apply learning to solve novel clinical problems (p < 0.001). The difference in the median scores for declarative knowledge was not significant (p = 0.096). This study demonstrated that a productive failure simulation that leads learners to make mistakes before receiving instruction can facilitate deeper levels of explanatory knowledge and enable the transfer of learning to new clinical situations. These results suggest the need for further exploration of pedagogies that foster learning from errors in simulation-based learning. pubtype: Academic Journal doctype: research randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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