Examining the impact of cooperative learner simulation order on performance outcomes of nursing students using a haptic intravenous simulator

Abstract

This study's aim was to examine the impact of cooperative learner simulation order (LSO) on performance on a haptic intravenous (IV) simulator. Research has highlighted the value of cooperative learning in acquiring skills, but little is known about the processes that might contribute to outcomes. A convenience sample (N = 81) of students were randomized into LSO and then into IV teams. LSO reflected the sequencing pattern and who was to attempt the simulation first, second or third in their team. A randomized posttest only comparison group design was used to determine the impact of LSO on performance, operationalized as initial performance scores and number of attempts to earn a passing performance score. Linear mixed effects ANCOVAs were computed to determine the impact of LSO on performance outcomes, controlling for team size and prior experience. LSO was a significant factor in initial performance scores, explaining 21% of the variance. Past experience accounted for an additional 10% of variance in initial performance while team size explained 17% of variance in number of attempts. The impact of LSO, team size and past experience reflect team processes that relate to performance during learning and are important factors to consider when teaching in simulation.

Keywords: Cooperative learning; Education; Intravenous; Nurses; Nursing; Simulation.