Learner Perception of Disaster Simulation Modalities: A Standardized Follow-Up
Ashlee Sackett, Jessica Skaltsis, Steven A. Cohen, Kerri A. Ellis, Christine McGraneBackground:
Simulation and tabletop exercises are widely used in disaster preparedness education, yet comparative evidence remains limited. Pilot findings informed the refinement of this study.
Purpose:
To evaluate and compare prelicensure baccalaureate nursing students’ perceived knowledge acquisition, confidence, and satisfaction following participation in either a full-scale (FS) simulation or a tabletop (TT) disaster preparedness exercise using standardized facilitation and structured debriefing.
Methods:
A quasi-experimental design included 316 students assigned by clinical practicum to FS or TT across 3 semesters. Validated survey tools measured perceived knowledge, simulation effectiveness, satisfaction, confidence, and debriefing quality.
Results:
Both modalities demonstrated significant pre–post increases in perceived knowledge with comparable baseline scores. TT exercises showed greater increases in confidence and learning, whereas the FS simulation more strongly supported communication and decision-making.
Conclusions:
FS and TT modalities are complementary approaches for disaster education when aligned with best practices.