| A nursing education curriculum must promote the acquisition of critical thinking, communication, and decision-making abilities. Simulation has become a popular teaching methodology, using advanced technology mannequins to create scenarios that mimic the realities of an actual clinical setting (Nickerson & Pollard, 2010). To evaluate successfully the use of simulation, nurse educators need to develop or adopt a standardized tool that measures the transfer of knowledge from the simulation laboratory to the clinical setting. This study examines the effects of simulation on the development of critical thinking, communication, and decision-making abilities on third semester associate degree-nursing students. This study used a mixed-method research design: interview questions, video simulation, and an open-ended question survey to determine students' perceptions. Simulation as a teaching methodology may have advantages over other teaching methods contingent on program format, content, and subject matter. As a teaching tool, the versatility, and adaptability of the technology provides educators with a broad range of use for replicating clinical situations that require the learner's full participation. However, there are concerns about the lack of standards and standardized tools that evaluate the transfer of knowledge from the simulation laboratory to the clinical setting (Durham & Allen, 2010). The purpose of the research was to evaluate the effects of simulation on third semester associate degree nursing students' critical thinking, communication, and decision-making abilities using tools designed to test allied healthcare professionals' critical thinking, communication, and decision-making abilities. |
