Abstract

Background

A study was conducted to compare low-fidelity simulation with traditional lecture on medication administration.

 

Method

A randomized two-group experimental design was used. In all, 43 associate degree nursing students at a Midwestern university were recruited for the study. The traditional method included lecture. The simulation method included lecture and a CD-ROM.

 

Results and Conclusions

Statistical significance was reached (p < .05) for Research Question 1 — Are there significant differences between the two groups' pretest and posttest scores?: Both groups' mean scores improved. No significant difference was reached for Research Question 2 — Are there significant differences in retention between the two groups as measured by pretest, Posttest 1, and Posttest 2 scores?: The groups' mean scores on Posttest 2 were similar. Replication and further study on maximizing use of low-fidelity strategies is recommended.

Keywords: Simulation in nursing education, low-fidelity simulation strategies, simulation as a teaching strategy