Quantum mechanics

Mathematics education

Cognitive psychology

Psychoanalysis

Social psychology

Confusion

Experiential learning

Computer science

Participant observation

Anthropology

Physics

Psychology

Applied psychology

Debriefing

Sociology

Observer (physics)

Clinical Simulation in Nursing

Background Confusion continues regarding the value of the observer in simulation and whether they engage in the active and experiential learning environment that underpins simulation. Despite studies demonstrating no differences in knowledge between the participant and observer, it is still unknown how observers learn in simulation and how they apply that learning to a contextually similar situation, a critical aspect of debriefing. Method An experimental, pretest-multiple posttest, repeated-measures study was used to describe the knowledge demonstration, knowledge retention, and knowledge application of participants and observers after a simulation and debriefing. Results There was no significant difference between participant and observer in any of the measures. There was significant knowledge gain regardless of role and significant knowledge decay in both groups four weeks later. Conclusions The observer appears to construct knowledge similarly to participants. Educators must consider the value of assigning learners to both participant and observer roles.

Simulation Observers Learn the Same as Participants: The Evidence