Date of Conferral

2019

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Carla Lane

Abstract

Evidence-based remediation options are limited for nursing students who fail their clinical competency evaluations. Scholarly literature provides a paucity of studies related to the use of simulation-based technology to remediate nursing students. The research question focused on the difference in the initial competency demonstration evaluation scores of associate degree nursing students compared to the reevaluation scores after remediation with simulation-based technology. Benner's novice to expert and Kolb's experiential learning theories were used to explain how nurses acquire and develop skills. The researcher used a quantitative one-group pretest posttest design to examine archival data from 149 nursing students from a South-Central United States community college who failed their initial competency evaluation and were remediated with simulation-based technology. A Wilcoxon signed-rank test was used to compare the precompetency scores to the after remediation scores and was found to have a statistically significant improvement in students' scores following simulation remediation. A confirmatory factor analysis was conducted showing the competency evaluation questions were measuring the construct they were designed to measure. This study supports prior research findings by substantiating the positive benefits of simulation adding to the limited body of research related to simulation used for remediation. This study can make a positive impact on the nursing profession and the community by contributing to the body of knowledge for those who seek additional methods for students to achieve clinical success. Future studies are needed to validate these findings, which indicate that remediation with simulation-based technology can assist with student retention and promote student success.

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