Association and Effect Strength of Simulation Characteristics and Transfer of Learning Attitudes in a Disaster Simulation for Prelicensure Nursing Students

Cathleen A Evans; Banibrata Roy; Teresa Lamarra; Danielle Kobner

doi:10.1097/01.NEP.0000000000001283

Association and Effect Strength of Simulation Characteristics and Transfer of Learning Attitudes in a Disaster Simulation for Prelicensure Nursing Students

Nurs Educ Perspect. 2024 Jun 3. doi: 10.1097/01.NEP.0000000000001283. Online ahead of print.

Authors

Cathleen A Evans¹, Banibrata Roy, Teresa Lamarra, Danielle Kobner

Affiliation

¹ About the Authors The authors are faculty at Widener University School of Nursing, Chester, Pennsylvania. Cathleen A. Evans, PhD, RN, CEN, CNE, NDHP-BC, is an associate professor. Banibrata Roy, PhD, MStat, MPhil, is associate professor of statistics. Teresa Lamara, MSN, RN, CHSE, is director, and Danielle Kobner, MSN, RN, CNSE, is assistant director, Widener University Center for Simulation. The authors are grateful to Rose Rossi, PhD, MBA, RN, professor and associate dean of undergraduate nursing programs for data security, and the Widener SON Scholarship Community for manuscript feedback. For more information, contact Dr. Evans at [email protected] .

PMID: 38819214
DOI: 10.1097/01.NEP.0000000000001283

Abstract

Nurse educators design simulations with the intent that students transfer previous academic learning. Transfer of learning (TOL) is a complex and abstract concept with critical literature gaps needing measurement research. This study examined the association between simulation characteristics and students' TOL attitudes and the effect strength. This baseline study evidenced simulation design characteristics, as category groupings, were associated with students' TOL attitudes with positive and mostly modest effects. The resulting educational implications include applying instructional design to simulation, teaching students what TOL is, and modeling thinking in the classroom for transfer to simulation.