LAUSR

Abstract Chest tube management is a complex skill requiring thorough respiratory system knowledge. Literature suggests experiential learning activities can be helpful, but there is a lack of evidence supporting the use of simulation to improve student performance in theory courses. Nonexperimental correlational design was used to investigate the relationship between utilization of chest tube simulation and scores on ensuing theory examination. The students with the chest tube simulation prior to the examination scored significantly higher (M = 15.06, SD = 1.66) compared to students who did not (M = 13.30; SD = 2.26); t (398) = 9.28, p≤ 0.001. There was a significant difference in examination scores between the groups. The only notable variance between groups was the timing of the chest tube simulation compared to the examination. This suggests that teaching using multiple modalities improves retention of procedural skills and knowledge.