View and Do Simulation Method: Small Group Learning Experiences for Large Cohort RN Residencies


Purpose: Traditionally, simulation is conducted with small groups that has proven to be time consuming, labor intensive, and cost prohibitive. The “View” and “Do” method of simulation is an innovative educational tool providing small group experiences for large groups of learners. It is intended to increase the number of simulated experiences, while maintaining efficiency and effectiveness of the learning experience. The purpose of this study was to evaluate differences in the satisfaction and self-confidence of large cohorts of resident nurses participating as either “viewers” or “doers” during simulated learning experiences.

Method: A cross-sectional, observational study design was utilized with a convenience sample of registered nurses hired into the Baptist Health South Florida New Graduate or Transitional Residency program with a total of 63 participants. The Student Satisfaction and Self-Confidence in Learning instrument developed by the National League for Nursing, consisting of 13 questions using a five-point Likert scale (1= Strongly Disagree, 5= Strongly agree), was utilized to measure the satisfaction and self-confidence in learning of the participants.

Results: A paired-samples t-test was conducted to evaluate the impact of “view” and “do” on the participants Satisfaction and Self-Confidence in learning. There was no statistically significant difference in Satisfaction and Self-Confidence in learning total scores between “View” (M = 57.46, SD = 10.3) and “Do” (M = 57.67, SD = 7.4), t (62) = -.199, p = .83

Conclusion: The results are comparable to the original “View and Do” study conducted by Clark and Hammond (2015) indicating that this method of simulation is a viable education tool for providing simulation experiences to large groups of nurse resident’s. The “View” and “Do” simulation method will increase opportunities for learning and practicing in a controlled environment, while preparing residents for a safe transition to practice.

Publication Date


Presented At:

12th Annual BHSF Research Conference

Content Type


This document is currently not available here.