Respiratory Therapy Student Anxiety in Simulation-Based Learning

Abstract

Simulation-based learning offers hands-on experience to facilitate the application of theory to practice before students report to clinical. Simulation also allows faculty to reinforce course objectives and assess student learning. Despite the numerous benefits, the literature shows that the technology, method, and environment of simulation could cause student anxiety. High levels of anxiety associated with learning can have a negative effect on student achievement. This action research project assessed the level of anxiety experienced by a population of first and second-year community college respiratory therapy students in relation to simulation-based learning. Participants experienced moderately high levels of anxiety in many simulation components. Being observed or assessed by instructors and making mistakes caused the highest level of anxiety. Recommendations to reduce anxiety are identified, which may lead to enhanced learning in simulation-based learning.