Download or read book A Pilot Study of the Impact of High Fidelity Simulation in the Clinical Decision Making Skills of Baccalaureate Nursing Students written by Renea Marie Barrientos and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical decision-making (CDM) is a vital and fundamental process that allows nurses to manage patient care and implement effective and efficient interventions. CDM is predicated upon a foundation of critical thinking skills that must be developed early in nursing education and continually supplemented with evidence-based practice. Studies demonstrate how CDM is actually made up of several different factors that converge into an essential competency necessary for nurses to master to provide the highest quality patient care.

Download or read book The Impact of High Fidelity Simulated Clinical Experiences on Development of Clinical Reasoning Skills in Nursing Students written by Tracy K. Lopez and published by . This book was released on 2017 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing programs are increasingly facing issues with access to appropriate clinical sites, access to properly credentialed nursing faculty, and concerns regarding graduates readiness to practice safely. These issues have led to increased use of high fidelity simulation (HFS) experiences to replace traditional clinical rotations (Benner, Sutphen, Leonard & Day, 2010; Lasater, 2007a; Orsolini-Hain & Malone, 2007). Previous research has shown that traditional clinical rotations are instrumental in development of clinical reasoning skills and HFS experiences are valuable in developing technical skills. However, it does not provide insight into the impact of HFS experiences on development of clinical reasoning skills (Lapkin, Levett-Jones, Bellchambers & Fernandez, 2010). The purpose of this quasi-experimental pilot study was to determine the relationship between HFS clinical experiences and development of clinical reasoning skills in nursing students. Findings will influence the use of HFS to replace traditional clinical experiences and provide a foundation for future research on the efficacy of HFS in development of clinical reasoning skills. Analysis of data showed that there was no significant statistical difference in development of clinical reasoning skills between prelicensure nursing students attending traditional clinical experiences and those participating in simulated clinical experiences. Keywords: decision-making, high fidelity simulation, nursing, critical thinking, constructivist theory of learning, clinical reasoning, clinical judgment

Download or read book Nurse Educator Core Competencies written by World Health Organization and published by . This book was released on 2017-06 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The World Health Organization has developed these Nurse Educator Core Competencies to enable educators to effectively contribute to the attainment of high quality education, and the production of effective, efficient and skilled nurses who are able to respond to the health needs of the populations they serve. This will enable the attainment of objectives one and two of the Global strategy on human resources for health: Workforce 2030 and is also a priority in the updated Global strategic directions on nursing and midwifery 2016-2020. The aim of this publication is to provide a clear outline of Nurse Educator Core Competencies and performance expectations, which can form the basis for developing a competence-based curriculum encompassing the cognitive, affective and psychomotor skills and behaviors expected of nurse teachers. The competencies are intended to help guide the educational preparation of nurse teachers; ensure educational quality and accountability; and, ultimately, contribute to improving the provision of nursing care and outcomes of health services. Much effort has gone into the preparation of the Nurse Educator Core Competencies. It is the aim of the World Health Organization that they will facilitate nurse educators to attain increased proficiency in assisting student nurses to acquire all the knowledge, skills and attitudes necessary to practice nursing effectively in the 21st century.

Download or read book The Impact of High fidelity Human Patient Simulation on Clinical Judgment of Nursing Students written by Timothy L. Boyd (Jr.) and published by . This book was released on 2009 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Clinical Simulation for Healthcare Professionals written by Audrey Lynne Zapletal and published by Taylor & Francis. This book was released on 2024-06-01 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: As simulated learning experiences are increasingly used in healthcare education to enhance student engagement and experience, Clinical Simulation for Healthcare Professionals serves as a resource for the utility, design, and implementation of simulation-based education in occupational therapy, physical therapy, speech-language pathology, and nursing. Using best practice methods, academic and clinical rehabilitation professionals of all levels will learn how to design and implement clinical simulations. These can be used as a tool for education, assessment, research, and skills integration. Written by Drs. Audrey Zapletal, Joanne Baird, Jean Prast, Maureen Hoppe, Tracy Van Oss, and Adel Herge, Clinical Simulation for Healthcare Professionals provides comprehensive information about commonly used simulation methods including high and low technology simulations, simulated patients, task trainers, and role play. Also included are step-by-step instructions for how to build simulation experiences in a variety of settings and for various learning and teaching needs. How-to information assists instructors who want to develop and integrate simulation-based education into a new or existing curriculum. The example simulations inside represent an array of different practice and focus uses. Each stage of the simulation is addressed from creation to learning assessment to debriefing. Simulation integrates the worlds of education, health professions, and the performing arts within a singular enriching experience. Clinical Simulation for Healthcare Professionals fulfills a need for educators looking to develop the skills needed to create complex and dynamic learning environments.

Download or read book Evaluation and Testing in Nursing Education written by Marilyn H. Oermann, PhD, RN, ANEF, FAAN and published by Springer Publishing Company. This book was released on 2009-05-18 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designated a Doody's Core Title and Essential Purchase! "Without question, this book should be on every nurse educator's bookshelf, or at least available through the library or nursing program office. Certainly, all graduate students studying to be nurse educators should have a copy." --Nursing Education Perspectives "This [third edition] is an invaluable resource for theoretical and practical application of evaluation and testing of clinical nursing students. Graduate students and veteran nurses preparing for their roles as nurse educators will want to add this book to their library." Score: 93, 4 stars --Doody's "This 3rd edition. . . .has again given us philosophical, theoretical and social/ethical frameworks for understanding assessment and measurement, as well as fundamental knowledge to develop evaluation tools for individual students and academic programs." -Nancy F. Langston, PhD, RN, FAAN Dean and Professor Virginia Commonwealth University School of Nursing All teachers need to assess learning. But often, teachers are not well prepared to carry out the tasks related to evaluation and testing. This third edition of Evaluation and Testing in Nursing Education serves as an authoritative resource for teachers in nursing education programs and health care agencies. Graduate students preparing for their roles as nurse educators will also want to add this book to their collection. As an inspiring, award-winning title, this book presents a comprehensive list of all the tools required to measure students' classroom and clinical performance. The newly revised edition sets forth expanded coverage on essential concepts of evaluation, measurement, and testing in nursing education; quality standards of effective measurement instruments; how to write all types of test items and establish clinical performance parameters and benchmarks; and how to evaluate critical thinking in written assignments and clinical performance. Special features: The steps involved in test construction, with guidelines on how to develop test length, test difficulty, item formats, and scoring procedures Guidelines for assembling and administering a test, including design rules and suggestions for reproducing the test Strategies for writing multiple-choice and multiple-response items How to develop test items that prepare students for licensure and certification examinations Like its popular predecessors, this text offers a seamless blending of theoretical and practical insight on evaluation and testing in nursing education, thus serving as an invaluable resource for both educators and students.

Download or read book U S Army Medical Department Journal written by and published by . This book was released on 2010 with total page 682 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Report of Findings from the Effect of High fidelity Simulation on Nursing Students Knowledge and Performance written by Frank D. Hicks and published by . This book was released on 2009 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Perceptions of Nursing Students of the Impact that Human Patient Simulation Had on Their Clinical Experience written by Susan Ogilvie and published by . This book was released on 2008 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Clinical Teaching Strategies in Nursing Third Edition written by Kathleen B. Gaberson, PhD, RN, CNOR, CNE, ANEF and published by Springer Publishing Company. This book was released on 2010-03-28 with total page 457 pages. Available in PDF, EPUB and Kindle. Book excerpt: Named a 2013 Doody's Essential Purchase! "I recommend this book as an introduction to new educators involved in clinical teaching."--Journal for Nurses in Staff Development This textbook presents a comprehensive framework for planning, guiding, and evaluating learning activities for undergraduate and graduate nursing students in clinical settings. The book presents clinical teaching strategies that are effective and practical in a rapidly changing health care environment. It describes a range of teaching strategies useful for courses in which the teacher is on-site with students, in courses using preceptors, in simulation laboratories, and in distance education environments. This book represents the cutting edge of educational strategies, examining innovative uses of virtual reality, game-based learning, and nontraditional sites for clinical teaching. Also discussed are culturally inclusive strategies, methods incorporating current technologies, and strategies for teaching students with disabilities. Key Topics: Choosing clinical learning assignments Self-directed learning activities Case method, case study, and grand rounds Clinical Nurse Educator Examination Detailed Test Blueprint core competencies Evaluation strategies and grading for written assignments Ethical and legal issues in clinical teaching Recognizing that clinical settings require different approaches to teaching, the contributors present all the tools necessary to help educators meet the challenges of this complex learning environment.

Download or read book Critical Thinking TACTICS for Nurses written by M. Gaie Rubenfeld and published by Jones & Bartlett Learning. This book was released on 2014-03-28 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Critical Thinking TACTICS for Nurses: Achieving IOM Competencies, Third Edition is a user-friendly and practical manual focusing on the day-to-day realities of doing, learning, and evaluating critical thinking in nursing. With clear examples of both the parts and the whole of this complex process, each chapter includes action learning activities to promote critical thinking: Tracking, Assessing, and Cultivating Thinking to Improve Competency-based Strategies or TACTICS. Issues addressed include critical thinking language and awareness enhancement, the impact of critical thinking on quality care, mentoring the critical thinking of staff and students, and designing performance criteria for critical thinking. Based on the authors’ research in both defining and assessing critical thinking in nursing, this text also draws from their years of refining critical thinking teaching and learning methods.

Download or read book Simulation in Healthcare Education written by Ivette Motola and published by . This book was released on 2014 with total page 36 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Retention of Knowledge with High Fidelity Simulation written by Jaime L. Zinsmaster and published by . This book was released on 2011 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: High-fidelity simulation is being used more for nursing clinical education and has received increased attention in nursing literature. Research has added to the knowledge regarding simulation development, evaluation, and implementation. The purpose of this quasi-experimental study was to add to the knowledge base regarding the influence of high-fidelity simulation on gain and retention of knowledge. Forty-four junior level baccalaureate nursing students participated in either a lecture only (n = 19) or lecture with simulation (n = 25) experience. The students were tested pre-intervention, post-intervention, and at 4 months utilizing a multiple choice knowledge evaluation test that was developed by the researchers. The results of this study demonstrate that although there was significant learning with the simulation and lecture experience over the lecture only experience (t = -3.39, df = 29, p = .002), there was not significant impact on the 4 month retention of knowledge between the groups (t = -.30, df = 42, p = .766). Simulation design was tested through the National League for Nursing simulation tools, including the: Simulation Design Scale, Educational Practices in Simulation Scale, and the Student Satisfaction and Self-Confidence in Learning Scales. The scenario was found to be well developed as compared to other pulished studies.

Download or read book Simulation Scenarios for Nursing Educators Second Edition written by Suzanne Campbell and published by Springer Publishing Company. This book was released on 2013 with total page 570 pages. Available in PDF, EPUB and Kindle. Book excerpt: Print+CourseSmart

Download or read book The Effectiveness of Human Patient Simulation on Baccalaureate Nursing Students Transfer of Learning written by Tera Richardson Kirkman and published by . This book was released on 2011 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing faculty members are utilizing interactive teaching tools to improve nursing student's critical decision-making skills; one method that has been found to be potentially effective is human patient simulation (HPS). The purpose of this time series design study was to determine whether undergraduate nursing students were able to transfer knowledge and skills learned from classroom lecture and a HPS clinical to the traditional clinical setting. Over the course of a semester, students were observed prior to a respiratory lecture, following the respiratory lecture, and following a simulation clinical. The researcher collected quantitative data to assess participants during specific points of their instruction to determine if transfer of learning had taken place. Participants included were entry level nursing students. The findings indicated that students were able to transfer knowledge and skills learned from the HPS setting to the traditional clinical setting. An assessment rubric was also used to determine clinical competence in the traditional clinical setting. The results provided evidence that students' perceived clinical competence and actual clinical competence was enhanced following HPS clinical. Results of the study also demonstrated that there was a positive correlation between students' self-perception of clinical competence and their actual competence following HPS clinical.

Download or read book A Phase 1 Study of a Kolb influenced High Fidelity Simulation Intervention Implemented to Improve Nursing Students Use of a Conflict Resolution Skill written by Celina Da Silva Figueiredo and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Interpersonal task-related conflict that arises within nursing practice can contribute to issues regarding patient safety. Exposure to conflict within practice occurs as soon as the undergraduate nursing student's first clinical placement. Yet studies have shown that students, as well as practitioners, are not utilizing a conflict management style conducive to safe patient care. Few educational interventions have incorporated the teaching of conflict resolution skills to nursing students. Therefore, a high fidelity simulation intervention (two scenarios, each followed by a debriefing session) was developed and refined to teach the two-challenge rule to Year 2 nursing students. The Medical Research Council Framework informed the intervention's design and refinement strategy, while Kolb's Experiential Learning Theory provided the foundation to implement the entire, refined intervention. A Phase 1 study with two successive components, refinement and single-group post-test, was conducted to determine the feasibility for a future randomized controlled trial (RCT) of this high fidelity simulation intervention. Forty eligible Year 3 nursing students participated in the refinement phase during a 2-week period. For the single-group post-test component, 35 Year 2 nursing students participated in the entire, refined high fidelity simulation intervention which included a 5-week spacing period. The refinement strategy improved the high fidelity simulation intervention's overall design features. For Scenario 1, the Simulation Design Scale (SDS) mean score reached a high on Day 5 of 4.86 (SD = 0.14) in contrast to a score of 3.45 (SD = 0.17) on Day 1. For Scenario 2, the SDS specific mean score was 4.75 (SD = 0.16) on Day 5, which represented a mean score increase of 1.01 from the score on Day 1. Of the Year 2 students who participated in the refined intervention, 88.7% rated its quality at 4 or higher on the Educational Practices Questionnaire. Year 2 nursing students (82.9%) also rated their satisfaction and self-confidence after participating in the entire refined intervention at 4 or higher on the Satisfaction and Self-Confidence in Learning scale. Additionally, the Year 2 students utilized the two-challenge rule 74.3% of the time after participating in the second high fidelity simulation scenario. Overall, the results of the Phase 1 study were favourable and will contribute to planning a future RCT.

Download or read book The Effect of High fidelity Human Patient Simulation on Stress Levels of Associate Degree Novice Nursing Students written by Sallie Beth Todd and published by . This book was released on 2011 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing students have identified the clinical learning environment as one of the most stress producing components of their nursing education. Past research has shown high levels of stress can lead to decreased learning, affect clinical performance, increase clinical errors, and threaten physical or psychiatric wellbeing. The primary responsibilities of nurse educators are to help students effectively cope with their initial stress and facilitate student learning by applying the knowledge they gain in the classroom to the clinical environment. To allow students the opportunity to integrate theory into practice, the use of high-fidelity human patient simulation is becoming more widely accepted in nursing education as an instructional methodology. This study demonstrated a relationship between the use of high-fidelity human patient simulation and the reduction of stress levels in novice nursing students that has not been previously reported in the literature. The purpose of this study was to investigate the effect of high-fidelity human patient simulation on the stress levels of associate degree novice nursing students prior to their first clinical experience. Fifty-five associate degree nursing students from one technical college tested the hypothesis that novice nursing students who receive practice on a high-fidelity simulator prior to their first clinical day will experience less stress and increased client system stability than those novice student nurses who do not. This study used a quasi-experimental, pretest-posttest comparison group research design to examine self-reported stress levels on the Student Stress and Coping Inventory Clinical Experiences subscale (SSCI). Control group participants attended two clinical days in a skilled nursing facility on a long-term care unit. Intervention group participants attended a simulated clinical experience with a high-fidelity human patient simulator followed by a clinical day at the same skilled nursing facility as the control participants. The Betty Neuman Systems Model was used to investigate whether a simulated first day clinical experience will perform as a primary prevention as intervention method on system stability to reduce stressor reaction and protect the flexible line of defense for associate degree novice nursing students. Study results confirmed the hypothesis and revealed that intervention participants who did not report any experience in healthcare and participants who reported no employment in healthcare identified significantly lower levels of stress on their SSCI posttests compared to control group participants whose posttest stress scores increased. Preparation using a simulated first day clinical experience with a high-fidelity mannequin demonstrated to be a primary prevention as intervention method and increased novice nursing student system stability. Research findings confirmed a significant difference in overall mean stress scores between the intervention and control group participants who did not report any experience in healthcare and those who were not employed in healthcare. Control group participants reported higher stress scores following their initial clinical experience whereas intervention participants reported a decrease in stress following a simulated first day clinical experience and their first clinical day.