Evaluating the Utility of
the Observer Role
Clare Lamontagne MS, RN, CNE
Donna Woshinsky MS, RN, CNE
Simulation at STCC School of
Nursing
 Used
across the curriculum
 Once a semester: “simulation days”


Reinforce key concepts of course
High risk/low frequency activities
Simulation at STCC School of
Nursing: Challenges
 Large
class
 Space limitations
 Time

Simulation day experiences as alternative to
clinical for one week/semester
 personnel
Peer Review by Remote
Observation



Previous experience with self and peer evaluation in
nursing program
Support from social learning theory (Bandura, 1977)
Support from literature
 Secomb(2008): peer teaching and learning increased
student confidence and learning
 Sittner (2009): used peer observers in an unfolding
scenario
 Smith-Stone (2009): web broadcast of scenarios with
observer input into debriefing via chat room
Peer Review by Remote
Observation at STCC
 Scenario
participants observed by peers
via closed circuit television
 Observers participate in debriefing
 Roles reversed, new scenario used
 Observers use worksheet as framework
for evaluation
Qualitative Study
 Students


43 surveys completed
36 usable surveys
• 7 did not answer the question asked

Survey questions
• Do you think that observing your peers in
simulation and participating in the debriefing with
them is a valuable learning experience?


34 yes
2 no
• Please explain your answer and cite specific
examples.
Themes
 Reflection


on practice
Peers
Self
 Communication


Facilitators
Barriers
 Patient



centered care and safety
Pain management
Assessment skills
Interventions
Faculty
 Survey


5 surveys sent out
5 surveys completed
 Survey

Do you think that students observing peers in
simulation and participating in the debriefing
with them is a valuable learning experience?


questions
5 yes
Please explain your answer and cite specific
examples.
Faculty
 Themes




Students learn from each other
Students use self reflection
Validation of student’s ability
Similarity of faculty and student evaluation of
other students.
References






Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, N.J.:
Prentice-Hall.
Bean, J. (2001). Engaging Ideas. San Francisco: Jossey-Bass.
Paignon, A., Desrichard, O. & Bollon, T. (2004). Connectionist models
of social learning: a case of learning by observing a simple task.
Canadian Journal of Experimental Psychology, 58 (1), 46-60.
Retrieved May 2, 2010, from EBSCOhost database.
Secomb, J. (2008). A systematic review of peer teaching and learning
in clinical education. [Electronic Version]. Journal of Clinical Nursing
17 (6), 703-716.
Sittner, B. (2009). Engaging students in simulation through virtual
immersion. Poster presentation at the 2009 INASCL conference, St.
Louis, Missouri.
Smith-Stoner, M. (2009). Web-based broadcast of simulations:
expanding access to learning. Nurse Educator 34 (6), 266-270.
Questions and Ideas
 Lamontagne@stcc.edu
 DWoshinsky@stcc.edu