Knowledge Acquisition Based on Participant Role Assignment in a High-Fidelity Simulation

Background: Participant roles can vary with simulation. Some roles involve providing direct care during the simulation, whereas other roles involve observing the simulation either in the simulation environment or in another room with audiovisual capabilities. Purpose: To determine whether learning outcomes are comparable for students regardless of role played in a simulation. Methods: A quasi-experimental design was used to determine whether knowledge acquisition was influenced by role assignment (primary or secondary nurse, family member, or observer) when participating in a high-fidelity simulation among 267 study participants. Results: There was a statistically significant increase in the mean score for knowledge acquisition for all participants ( P < .001). There was no difference in knowledge acquisition based on the role assignment in the simulation ( F = 0.28, P = .84). Conclusions: Knowledge acquisition is possible regardless of the role played in a high-fidelity simulation.