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Participant & Observer Roles

Chapter 2: Participant Variables

The NLN Jeffries Simulation Theory includes the following participant variables, as identified in the literature: age, gender, level of anxiety, readiness to learn, personal goals, preparedness, tolerance for ambiguity, self-confidence, learning style, and cognitive load (Cowperthwait, 2020, p. 16).

 

When the structure of the simulation-based experience has been carefully planned in advance, and the objectives align with the participants’ and stakeholders’ expectations, a wide range of learning opportunities becomes available (Cowperwaith, 2020, p. 16).

 

Participants

  • Age, gender, readiness to learn, personal goals, preparedness, tolerance for ambiguity, self-confidence, learning style, cognitive load and level of anxiety.
  • Higher cognitive load has been linked to poorer learning outcomes.
  • Participants who approach the simulation with readiness to learn and clear goals tend to experience lower levels of anxiety.
  • Motivation, enthusiasm, and personal investment in the simulation significantly impact immersion and engagement.

Role Assignment

  • Observing roles can effectively enhance learning outcomes.
  • The specific role assigned does not significantly affect the learning experience.

Orientation

  • Proper orientation to the simulation environment is essential for participant engagement and understanding.

 

Note: 

Maintaining professional integrity is paramount for all participants involved in the simulation.  

Professional integrity encompasses ethical behaviors and conduct expected throughout simulation-based experiences (INACSL, Bowler et al., 2021).   

Given the inherent vulnerability participants experience within a simulation-based experiences, it is crucial to recognize and mitigate any negative power dynamics between participants or with facilitators. Upholding professional boundaries ensures that the knowledge gleaned from simulation experiences remains uncompromised.  

License

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Faculty Simulation Toolkit Copyright © by Cynthia Hammond RN, BScN, MN(ACNP), Professor, Mohawk College, Hamilton, Ontario, Canada ; Melissa Knoops RN, BScN, MA, Professor, Mohawk College, Hamilton, Ontario, Canada ; Marie Morin RN, BScN, MN, CCSNE, Professor, Mohawk College, Hamilton, Ontario, Canada ; Mozhgan Peiravi RN, BScN, MScN, DNP, Professor, Mohawk College, Hamilton, Ontario, Canada ; John Pilla RN, BSc, MN, CCSNE, Professor, Mohawk College, Hamilton, Ontario, Canada ; Shelley Samwel RN, BSN, MN, PhD (c), Professor, Mohawk College, Hamilton, Ontario, Canada ; and Jennifer Stockdale RN, BScN, MScN Professor, Mohawk College, Hamilton, Ontario, Canada  is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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