LAUSR

The purpose of this study was to compare satisfaction, self-confidence, and engagement of baccalaureate nursing students using defined observer roles versus traditional observer role and to evaluate student perceptions of these constructs. A quasi-experimental comparative mixed-method design was utilized for the study with a convenience sample of 132 students. Data analysis indicates a statistically significant difference between overall scores for satisfaction, self-confidence, and engagement for defined observer roles (n = 67) versus traditional observer roles (n = 65). Students' perceptions of satisfaction, self-confidence, and engagement were increased with the use of defined observer roles.