Student Perspective of Roles Assignment in High-Fidelity Simulation: An Ethnographic Study

Although students were not fond of the role-playing aspect of HFS, they preferred to be assigned to active rather than observer roles, and structured roles, when assigned to both students and instructors, positively affected student learning and decreased frustration among those engaged in HFS.

Abstract

Background: This article highlights undergraduate nursing students’ perceptions of their ability to learn through high-fidelity simulation (HFS). Findings in this article represent one key theme identified in a larger ethnographic study that examined nursing students’ learning in HFS. Method: A focused ethnography was conducted to discover the culture of learning and the factors that affect student learning in HFS. Data collection involved participant observation (N ¼ 84) and individual interviews (N ¼ 12). Document analysis and member checks were conducted. Results and Conclusions: Although students were not fond of the role-playing aspect of HFS, they preferred to be assigned to active (e.g., secondary nurse) rather than observer roles. Structured roles, when assigned to both students and instructors, positively affected student learning and decreased frustration among those engaged in HFS. Cite this article: