{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/68824"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/68824","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Purposeful Simulation Role Assignment","abstract":"In order to efficiently use simulation resources, nursing students are often assigned various simulation roles. A double-blind, randomized control trial was conducted to explore the impact of purposeful simulation role assignment, using preferred learning styles, on prelicensure nursing students’ clinical reasoning. A convenience sample of pre-licensure nursing students from a mid-western college of nursing were assigned with either the experimental or control group. Participants in the experimental group were assigned simulation roles that were congruent with their preferred learning style. Participants in the control group were assigned simulation roles that were not congruent with their preferred learning styles. The participants’ preferred learning styles were determined using the Index of Learning Styles. Clinical reasoning was measured before and after a simulation experience using the Nurses Clinical Reasoning Scale. Data were analyzed using t tests. When post intervention scores were compared to pre-intervention scores, both the experimental and control groups had a statistically significant increase in clinical reasoning scores.","abstract_html":"In order to efficiently use simulation resources, nursing students are often assigned various simulation roles. A double-blind, randomized control trial was conducted to explore the impact of purposeful simulation role assignment, using preferred learning styles, on prelicensure nursing students’ clinical reasoning. A convenience sample of pre-licensure nursing students from a mid-western college of nursing were assigned with either the experimental or control group. Participants in the experimental group were assigned simulation roles that were congruent with their preferred learning style. Participants in the control group were assigned simulation roles that were not congruent with their preferred learning styles. The participants’ preferred learning styles were determined using the Index of Learning Styles. Clinical reasoning was measured before and after a simulation experience using the Nurses Clinical Reasoning Scale. Data were analyzed using t tests. When post intervention scores were compared to pre-intervention scores, both the experimental and control groups had a statistically significant increase in clinical reasoning scores.","abstract_has_math":false,"creators":["Alexander, Erica Fay"],"institution":"University of Missouri -- Kansas City","degree_name":"Ph.D. (Doctor of Philosophy)","degree_level":"Doctoral","degree_discipline":"Nursing (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Schmer, Carol Elizabeth"],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019","date_published":"2019","updated_at":"2026-07-24T05:16:20Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/68824","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Schmer, Carol Elizabeth"]},{"key":"dc:creator","label":"Author","values":["Alexander, Erica Fay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-05-31T18:20:39Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-05-31T18:20:39Z"]},{"key":"dc:date.issued","label":"Date","values":["2019"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri -- Kansas City"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Nursing (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D. (Doctor of Philosophy)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/68824"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page viewed June 7, 2019","Dissertation advisor: Carol Schmer","Vita","Includes bibliographical references (pages 55-63)","Thesis (Ph.D.)--School of Nursing and Health Studies. University of Missouri--Kansas City, 2019"]},{"key":"dc:description.abstract","label":"Abstract","values":["In order to efficiently use simulation resources, nursing students are often assigned various simulation roles. A double-blind, randomized control trial was conducted to explore the impact of purposeful simulation role assignment, using preferred learning styles, on prelicensure nursing students’ clinical reasoning. A convenience sample of pre-licensure nursing students from a mid-western college of nursing were assigned with either the experimental or control group. Participants in the experimental group were assigned simulation roles that were congruent with their preferred learning style. Participants in the control group were assigned simulation roles that were not congruent with their preferred learning styles. The participants’ preferred learning styles were determined using the Index of Learning Styles. Clinical reasoning was measured before and after a simulation experience using the Nurses Clinical Reasoning Scale. Data were analyzed using t tests. When post intervention scores were compared to pre-intervention scores, both the experimental and control groups had a statistically significant increase in clinical reasoning scores."]},{"key":"dc:title","label":"Title","values":["Purposeful Simulation Role Assignment"]}]}],"canonical_facts":{"dc:contributor.advisor":["Schmer, Carol Elizabeth"],"dc:creator":["Alexander, Erica Fay"],"dc:date.accessioned":["2019-05-31T18:20:39Z"],"dc:date.available":["2019-05-31T18:20:39Z"],"dc:date.issued":["2019"],"dc:description":["Title from PDF of title page viewed June 7, 2019","Dissertation advisor: Carol Schmer","Vita","Includes bibliographical references (pages 55-63)","Thesis (Ph.D.)--School of Nursing and Health Studies. University of Missouri--Kansas City, 2019"],"dc:description.abstract":["In order to efficiently use simulation resources, nursing students are often assigned various simulation roles. A double-blind, randomized control trial was conducted to explore the impact of purposeful simulation role assignment, using preferred learning styles, on prelicensure nursing students’ clinical reasoning. A convenience sample of pre-licensure nursing students from a mid-western college of nursing were assigned with either the experimental or control group. Participants in the experimental group were assigned simulation roles that were congruent with their preferred learning style. Participants in the control group were assigned simulation roles that were not congruent with their preferred learning styles. The participants’ preferred learning styles were determined using the Index of Learning Styles. Clinical reasoning was measured before and after a simulation experience using the Nurses Clinical Reasoning Scale. Data were analyzed using t tests. When post intervention scores were compared to pre-intervention scores, both the experimental and control groups had a statistically significant increase in clinical reasoning scores."],"dc:identifier.uri":["https://hdl.handle.net/10355/68824"],"dc:language.iso":["en_US"],"dc:publisher":["University of Missouri -- Kansas City"],"dc:title":["Purposeful Simulation Role Assignment"],"dc:type":["Thesis"],"thesis:degree_discipline":["Nursing (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ph.D. (Doctor of Philosophy)"],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:16:20Z"}