Table 2: Presence and Importance of SDS characteristics for
participants
|
SDS items |
Presence |
Importance |
Statistical test* |
|||
|
Objectives/ Information (M=22.06 SD=3.5) |
M |
SD |
M |
SD |
rs |
p |
|
There was enough info provided at the beginning of
the simulation to provide encouragement |
4.47 |
0.90 |
4.22 |
1.07 |
0.107 |
0.534 |
|
I clearly understood the purpose and objectives of
the simulation. |
4.50 |
0.77 |
4.33 |
0.75 |
0.525 |
0.001 |
|
The simulation provided enough info in a clear
manner for me to problem-solve the situation. |
4.47 |
0.84 |
4.42 |
0.84 |
0.322 |
0.005 |
|
There was enough information provided to me during
the simulation. |
4.33 |
0.98 |
4.61 |
0.64 |
0.401 |
0.015 |
|
The cues were appropriate and geared to promote my
understanding. |
4.27 |
0.94 |
4.47 |
0.65 |
0.266 |
0.116 |
|
Student Support (M=18.86, SD=1.65) |
|
|
|
|
|
|
|
Support was offered in a timely manner. |
4.63 |
0.48 |
4.58 |
0.60 |
0.116 |
0.502 |
|
My need for help was recognized. |
4.75 |
0.60 |
4.56 |
0.65 |
0.148 |
0.388 |
|
I felt supported by the teacher’s assistance during
the simulation. |
4.77 |
0.48 |
4.56 |
0.73 |
0.261 |
0.124 |
|
I was supported in the learning process. |
4.69 |
0.52 |
4.56 |
0.60 |
0.202 |
0.237 |
|
Problem Solving (M=22.00, SD=3.12) |
|
|
|
|
|
|
|
Independent problem solving was facilitated. |
4.44 |
0.77 |
4.56 |
0.60 |
0.101 |
0.557 |
|
I was encouraged to explore all possibilities of the
simulation. |
4.22 |
0.92 |
4.58 |
0.60 |
0.236 |
0.166 |
|
The simulation was designed for my specific level of
knowledge and skills. |
4.53 |
0.73 |
4.75 |
0.43 |
0.055 |
0.752 |
|
The simulation allowed me the opportunity to
prioritize nursing assessments and care. |
4.56 |
0.69 |
4.69 |
0.52 |
0.390 |
0.019 |
|
The simulation provided me an opportunity to goal
set for my patient. |
4.25 |
0.87 |
4.53 |
0.69 |
0.590 |
0.000 |
|
Feedback/Guided Reflection (M=18.53, SD=2.24) |
|
|
|
|
|
|
|
Feedback provided was constructive. |
4.25 |
0.87 |
4.67 |
0.75 |
0.356 |
0.033 |
|
Feedback was provided in a timely manner. |
4.63 |
0.63 |
4.69 |
0.52 |
0.377 |
0.023 |
|
The simulation allowed me to analyze my own behavior
and actions. |
4.69 |
0.57 |
4.64 |
0.79 |
0.511 |
0.001 |
|
There was an opportunity after the simulation to
obtain feedback from the teacher in order |
4.58 |
0.60 |
4.58 |
0.80 |
0.490 |
0.002 |
|
Fidelity
(M=9.56, SD=0.80) |
|
|
|
|
|
|
|
The scenario resembled a real-life situation. |
4.77 |
0.42 |
4.78 |
0.42 |
0.518 |
0.001 |
|
Real-life factors, situations, and variables were
built into the simulation scenario. |
4.77 |
0.42 |
4.78 |
0.42 |
0.518 |
0.001 |
|
Total |
91.00 |
9.53 |
91.56 |
9.20 |
0.097 |
0.000 |
|
*Pearson correlation test |
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