Date of Award
5-2026
Culminating Project Type
Dissertation
Styleguide
apa
Degree Name
Higher Education Administration: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
Emeka Ikegwuonu
Second Advisor
Rachel E. Friedensen
Third Advisor
Jennifer Jones
Fourth Advisor
Shari Lambert
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Simulation, Health Science Education, Correlation of clinical, Student perception, Student preparedness, Correlation of simulation
Abstract
This dissertation investigated the benefits of simulation-based learning in health sciences education as a strategic response to the growing shortage of entry-level healthcare workers in the United States. Amidst an increasing global population and heightened demand for skilled professionals, particularly in healthcare, innovative educational strategies are essential for preparing graduates to meet industry needs. The COVID-19 pandemic has further underscored the need for alternative educational methods, as traditional clinical education has been significantly disrupted. Simulation-based learning has emerged as a critical pedagogical approach, offering immersive and realistic experiences while enabling educators to monitor and evaluate student progress effectively.
This study builds on the landmark National Council of State Board of Nursing (NCSBN) National Simulation Study, which historically limited simulation hours in clinical education. By analyzing the correlation between simulation-based learning and the preparedness of healthcare graduates, this research addresses key questions regarding the relationship between simulation hours, clinical hours, and certification exam pass rates, as well as graduates' self-reported preparedness and confidence in their professional competencies.
Employing a quantitative methodology, the study collected data from recent graduates of associate degree-level health science programs who have engaged in both clinical and simulation-based experiences. Electronic surveys assessed graduates' perceptions of their preparedness and confidence regarding their professional practice. Theoretical grounding is provided by the Five-Stage Model of Adult Skills Acquisition, which outlines the progression of skill acquisition required for competent entry-level providers.
The findings indicate that both simulation-based and clinical-based education contribute positively to perceived preparedness and confidence in professional competencies, and that clinical quality influences the odds of passing certification exams. When quality clinical and simulation-based education is consistently offered, this has the potential to get students to the workforce sooner and meet the increasing and evolving demands of the healthcare landscape.
Recommended Citation
Metsgar, Christopher Howle, "Healthcare Education: Impact of Simulation on Confidence, Preparedness, and Readiness" (2026). Culminating Projects in Higher Education Administration. 111.
https://repository.stcloudstate.edu/hied_etds/111
Comments/Acknowledgements
I want to thank my spouse, partner, and best friend, David, who has supported and encouraged me to continue pursuing my education. Since we met, I have been a student, and you have always listened to my ideas, new thoughts, concepts, frustrations, and successes. You have always understood and assisted when I needed to be away working on my homework, reading, research, or writing. Thank you for always encouraging me and pushing me to be my best self. Because of your unwavering support, I have achieved this goal!
I want to thank my parents, Ronnie and Tricia Metsgar. Growing up, it was never about whether I would go to school, but where I would go. I appreciate your love, support, and sacrifices that you have and continue to provide for me. I am blessed!
To my tried-and-true homework buddy, Fiona, you have always been close to my feet or at my side during my educational journey. Your barking and demanding treats made me get up from my desk frequently, kept me flexible, and ensured I did not get a blood clot. You will live forever in my heart.
Many people have supported me throughout my journey as a higher education practitioner, but I would like to thank a few individuals. Numerous individuals have played a significant role in shaping my path in higher education. I ended up at the community college by accident, thanks to Ms. Sandra Alexander and Ms. Carolyn Osborn. My years and experiences at Western Texas College were formative, instilling in me the importance of the support and access provided at a community college. Dean Marla Cottenoior, you mentored and guided me as a novice faculty member and department chairperson at South Plains College. You inspired me to lead and continue growing and developing as an educator and a higher education administrator. Ms. Patricia Tritt, you demanded excellence and ensured that the necessary skills were present and that the right people were at the table to achieve it. Dr. Derrick Lindstrom, you inspired me to continue my journey and fulfill my dream of obtaining a doctoral degree. Mr. Randall Dawson, you took a chance on me and have allowed me to grow and shape the Health Sciences division at St. Philip’s College. Dr. Adena Williams Loston, your leadership at St. Philip’s College continues to remind me that we can and must do more! It is a pleasure to be a part of your leadership team!
I want to send a special thank you to my committee: Dr. Emeka Ikegwuonu, Dr. Rachel Friedensen, Dr. Jennifer Jones, and Dr. Shari Lambert. Your sharing of knowledge, support, guidance, and genuine care along this journey is appreciated. Thank you to all who shared data and completed my surveys.
Finally, I would be remiss not to recognize and thank those with whom I have crossed paths on this journey, as well as those who have had an impact on propelling me to where I am today, and for the impact this will also have on my future.