Download or read book Effectiveness of a Problem based Learning Intervention on the Clinical Judgment Abilities and Ambiguity Tolerance of Baccalaureate Nursing Students During High Fidelity Simulation written by Michelle A. McMahon and published by . This book was released on 2013 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of the Developing Nurses Thinking Model on Clinical Judgment in Nursing Students written by Kristie Faith Douglass and published by . This book was released on 2014 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Critical thinking and clinical judgment are essential competencies for professional nursing practice. These abilities are used continually, enabling nurses to provide safe nursing care to increasingly complex patients in a variety of healthcare settings. The challenge that faces baccalaureate nursing programs as they prepare nursing students to function competently upon graduation, is how best to facilitate the development of these skills in our students. The purpose of this capstone project was to test the effect of the middle range theory of the Developing Nurses' Thinking (DNT) Model on clinical judgment in nursing students. Tanner's Clinical Judgment Model formed the conceptual framework for this project. An experimental, pretest/posttest study was conducted using a convenience sample of 44 senior students at one southeastern baccalaureate nursing program. Two clinical groups received the intervention in post conferences, while three groups served as the control group. Student clinical judgment was measured in high fidelity patient simulation, using the Lasater Clinical Judgment Rubric. Paired t-tests evaluated the differences between clinical judgment scores and an independent t-test was utilized to evaluate the difference between groups. Both groups showed statistically significant improvements on the posttest, but there was no statistically significant difference between groups. Therefore, the findings of this study did not support the use of the DNT Model to facilitate the development of clinical judgment in nursing students. However, small sample size and inadequate exposure to the intervention were likely contributors to these outcomes.
Download or read book Baccalaureate Nursing Students Perceptions of Clinical Judegment and Self efficacy Following High fidelity Simulation written by Vicki Carol Pierce and published by . This book was released on 2011 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nurse education literature reflects that educators face a problem of how to provide meaningful clinical learning experiences that help undergraduate nursing students develop clinical judgment and increase self-efficacy. Many schools of nursing are incorporating high-fidelity simulation as an alternative clinical teaching strategy, yet there is little quantitative evidence to support the effectiveness of this teaching method in undergraduate nursing education, particularly regarding the development of clinical judgment. The purpose of this quasi-experimental time series design study was to explore the effectiveness of using multiple high-fidelity simulation experiences to increase perceptions of clinical judgment and self-efficacy in baccalaureate nursing students. Self-report data was collected following three different high-fidelity simulation experiences at three points in time. Data analysis revealed a statistically significant increase (p = .041) in students' perceptions of clinical judgment occurred between Time 1 and Time 3. Students' perceptions of self-efficacy also increased significantly from Time 1 to Time 3 (p = .003) and Time 2 to Time 3(p = .001). Regression analysis revealed a slight positive correlation (sig. = .003) between students' perceptions of self-efficacy and clinical judgment.
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 Enhancing Critical Thinking Disposition and Clinical Judgment Skills in Senior BSN Students Via Electronic Interactive Simulation written by Deborah Lynne Weatherspoon and published by . This book was released on 2013 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Problem The problem investigated in this study was the lack of empirical evidence available regarding the effectiveness of electronic interactive simulation (EIS) for developing critical thinking disposition and clinical judgment skills in the senior baccalaureate nursing student. Aim The aim of this study was to identify an effective method of experiential learning simulation that may be independently accessed by the learner with a goal of enhancing critical thinking disposition and clinical judgment skills of senior baccalaureate student nurses (BSN). Purpose The purpose of this experimental study was to compare the effects of EIS to traditional paper case studies on the critical thinking disposition and clinical judgment skills, measured by accuracy and efficiency of situational decision making, of senior nursing students enrolled in baccalaureate nursing programs in the United States. Methods One hundred and seventeen senior nursing students completed the randomized control study by using either the EIS or paper case study learning intervention. Repeated measures ANOVA and nonparametric tests were used to test the hypotheses that senior BSN who participate in EIS of real-life clinical scenarios over a period of two weeks will experience significant increases in clinical judgment and critical thinking disposition compared to students who receive traditional paper case study simulation. Findings Results showed that participants who used EIS over a two-week period increased their scores for critical thinking disposition overall and on three of the subscales. Results also indicated a positive trend, greater than the comparison group, on the remaining subscales. It is noted that many scores for the Case Study group actually decreased, suggesting that this method had a stifling effect on the development of critical thinking disposition. Retention and application of learned information was apparent for both groups, however, there was a trend for a greater change in the EIS group compared to the Case Study group. Additional research is needed to explore the effectiveness of this emerging pedagogy to add to what is known about the effects of experiential learning in the healthcare professions.
Download or read book The Effect of an Interactive Computer Simulation Video on Clinical Judgment written by Japonica Morris and published by . This book was released on 2015 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: Simulation has been identified as an effective approach for preparing nursing students to transition from theory to practice. It is widely accepted that high-fidelity patient simulation has a positive impact on student learning and decision-making abilities. Computer-based simulation may be an effective alternative to the high cost of high-fidelity patient simulators. The purpose of this quasi-experimental study was to examine if the use of an interactive computer simulation video had an impact on the clinical judgment of undergraduate nursing students. This study also examined whether there was a relationship between students' demographic and academic characteristics and their clinical judgment scores. A sample of 50 community college associate degree nursing students participated in this study. The students were placed into experimental (N=18) and control (N=32) groups. An interactive computer-simulation video was the intervention used for the experimental group. An independent samples t test was conducted to compare group findings. All participants completed a demographic/academic form including age, GPA, current working hours, and previous degrees to examine if a relationship existed between demographic and academic variables and clinical judgment scores as measured by the Lasater Clinical Judgment Rubric. The study found no significant differences in clinical judgment scores between students who used the interactive computer-simulation video and those who did not. The study also did not find any relationship between student demographic and academic variables and clinical judgment scores.
Download or read book The Use of Problem based Learning to Enhance Critical Thinking Skills in Baccalaureate Nursing Students written by Lanette W. Erdman and published by . This book was released on 2010 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Application of Case based Learning on the Development of Clinical Judgment Skills in Undergraduate Nursing Students written by Beverly Wilgenbusch and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the key attributes of professional nurses is the skill of clinical judgment. In recent years, there has been significant attention paid to new nurse's readiness for practice and their ability to reason through unique clinical situations. This attention is driven by issues of safety and the increased complexity when providing nursing care. While clinical judgment skills are a key component of nursing practice, they have proven to be difficult to develop and assess. Because of this difficulty, educators have engaged in a variety of instructional approaches and assessment strategies to better understand how clinical judgment is taught and captured. To both facilitate and assess clinical judgment, instructional and assessment strategies like case-based learning (CBL) and the Lasater Clinical Judgment Rubric (LCJR) have been considered in different contexts, but not together. These approaches have been supported through various studies but have not been studied in tandem for impact or student interest. A descriptive study was conducted to appreciate the impact of an abbreviated CBL intervention on clinical judgment competencies, as well as to better understand how participants perceive CBL as an instructional strategy. Quantitative data collection instruments included a pretest and posttest, the modified LCJR data, and responses to Likert-style items on a questionnaire. Qualitative data was collected through open-ended items on the questionnaire. The results demonstrated a statistically significant difference between the pretest and posttest, suggesting that CBL strategies can positively impact knowledge and clinical judgment skills. The modified LCJR data did not show a statistically significant overall difference between cases. However, considering the brevity of the intervention, this was not entirely surprising. It was interesting to note that the LCJR can be modified and applied to CBL strategies, with the ability to provide quantitative data to the abstract concept of clinical judgment. Participants overwhelmingly found the CBL experience enjoyable and valuable to their learning experiences.
Download or read book The Effect of Reflective Writing Interventions on Critical Thinking Skills and Dispositions of Baccalaureate Nursing Students written by Jessica L. Naber and published by . This book was released on 2011 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of critical thinking as an outcome for students graduating from undergraduate nursing programs is well-documented by both the American Association of Colleges of Nursing (AACN) and the National League for Nursing (NLN). Graduating nurses are expected to apply critical thinking in all practice situations to improve patient health outcomes. Reflective writing is one strategy used to increase understanding and ability to reason and analyze. The lack of empirical evidence regarding the effectiveness of reflective writing interventions on increasing critical thinking skills supports the need for examining reflective writing as a critical thinking strategy. The purpose of this study was to test the effectiveness of a reflective writing intervention, based on Paul's model of critical thinking, for improving critical thinking skills and dispositions in baccalaureate nursing students during an eight-week clinical rotation. The design for this pilot study was an experimental, pretest-posttest design. The sample was a randomly assigned convenience sample of 70 baccalaureate nursing students in their fourth semester of nursing school at two state-supported universities. All participants were enrolled in an adult-health nursing course and were completing clinical learning experiences in acute care facilities. Both groups completed two critical thinking instruments, the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory (CCTDI), and then the experimental group completed a reflective writing intervention consisting of six writing assignments. Both groups then completed the two tests again. Results showed a significant increase (p=0.03) on only the truthseeking subscale on the CCTDI for the experimental group when compared to the control group. Some other slight differences on subscale scores could be accounted for by the institution, age, ethnicity, and health care experience differences between the control and experimental groups. Strengths of this study included the innovative intervention and the convenient format of intervention administration, completion, and submission. Limitations of the study included institutional differences, the eight-week commitment, and the lack of control of some aspects of the study environment. Evaluation of the qualitative data, replication in a larger sample, inclusion of different levels of students, and alternative design of assignments are all areas for future research.
Download or read book The effect of learning styles critical thinking disposition and critical thinking on clinical judgment in senior baccalaureate nursing students during human patient simulation written by Kiyan McCormick and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Relationship Between Clinical Judgment and Nursing Action in Baccalaureate Nursing Students written by Andrea Lauren Fedko and published by . This book was released on 2016 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical judgment provides the basis for nurses' actions and is essential for the provision of safe nursing care. Tanner's Clinical Judgment Model and its associated instrument, the Lasater Clinical Judgment Rubric (LCJR) have been used in the discipline of nursing, yet it is unclear if scores on the rubric actually translate to the completion of an indicated nursing action. This is important because clinical judgment involves identifying and responding to patient situations through nursing action, and then evaluation of such actions. The purpose of this observational study was to explore the relationship between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action, as measured by a nursing action form. The clinical judgment and completion of an indicated nursing action was measured in 92 participant students at a Midwestern university school of nursing who were enrolled in an adult medical/surgical nursing course that included simulation and debriefing during which scoring occurred. This study explored whether clinical judgment, as measured by the LCJR, was related to the completion of an indicated nursing action. In addition, this study evaluated whether Responding, as measured by the LCJR was related to the completion of an indicated nursing action. The data revealed that a very weak relationship was present between clinical judgment, as measured by the LCJR, and the completion of an indicated nursing action; however, these findings were not statistically significant. The data also revealed that a very weak relationship was present between the dimension Responding, and the completion of an indicated nursing action; however, these findings were also not statistically significant. This study expands upon previous clinical judgment research in nursing and identifies a need for additional methods of evaluating clinical judgment in baccalaureate nursing students including action appraisal so that deficiencies are established and targeted for improvement.
Download or read book A Comparison of Nurses Self assessed Clinical Judgment Abilities Compared to Observed Clinical Judgment Skills During a Simulated Activity written by Cynthia Lynne Fenske and published by . This book was released on 2013 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to determine how closely nurses' perceptions of their clinical judgment abilities match their demonstrated clinical judgment skills when participating in a simulated patient care situation. This study is essential for nursing given the vast amount of data indicating nurses' struggle to make sound clinical judgments during their first year of practice, coupled with the lack of awareness of their limited clinical judgment skills. A descriptive, correlational pilot study was conducted using 74 registered nurses currently practicing in an acute care setting. The nurses participated in a simulation using a video media format. Following the simulation the subjects completed the Lasater Clinical Judgment Rubric (LCJR) indicating their self-assessment of their clinical judgment abilities based on their performance on the simulation. The LCJR was then used to rate the nurses' actual performance with the simulation acitivity. The results of this study indicate that there is a significant discrepancy between nurses' perception of their own clinical judgment skills and their demonstrated clinical judgment abilities. The nurse's age, gender, educational level, and length of nursing experience all were factors that enhanced the difference between the factors of self-assessment and observed performance. Younger nurses and those with one year or less of nursing experience were significantly more likely to have self-assessed their abilities at a level much higher when compared to their actual ability. With the large gap between perception and reality for the younger, inexperienced nurse, it is recommended that nurses and nursing students be trained in self-assessment and receive feedback to close the gap between current and desired performance. The LCJR appears to be a useful tool for self-assessment, as well as for expert evaluation with simulation.
Download or read book Clinical Reasoning on an Assignment written by Karen Oostra and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Baccalaureate nursing students must develop clinical reasoning skills in order to make sound clinical judgments. How students understand clinical reasoning is of interest to nurse educators. In a qualitative study, eight third-year nursing students were interviewed about their perceptions of clinical reasoning on a Clinical Judgment Exercise (CJE). An overarching theme of Over Time emerged from the data along with two themes: Understanding of Clinical Reasoning and Making Sense of the Assignment. The sub-themes that emerged were the same for each theme and were not knowing, knowing, applying knowing and valuing knowing. Conclusions were that student participants perceived: 1) understanding of clinical reasoning developed over time, 2) understanding of the patient's problem deepened over the time of writing the assignment, 3) they were challenged by the complexity of the patient, 4) they were able to apply learning from the CJE to nursing practice and 5) writing the CJE was stressful.
Download or read book Patient Safety and Quality written by Ronda Hughes and published by Department of Health and Human Services. This book was released on 2008 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Nurses play a vital role in improving the safety and quality of patient car -- not only in the hospital or ambulatory treatment facility, but also of community-based care and the care performed by family members. Nurses need know what proven techniques and interventions they can use to enhance patient outcomes. To address this need, the Agency for Healthcare Research and Quality (AHRQ), with additional funding from the Robert Wood Johnson Foundation, has prepared this comprehensive, 1,400-page, handbook for nurses on patient safety and quality -- Patient Safety and Quality: An Evidence-Based Handbook for Nurses. (AHRQ Publication No. 08-0043)." - online AHRQ blurb, http://www.ahrq.gov/qual/nurseshdbk/
Download or read book The Effect of Problem based Learning on Nursing Students Clinical Decision making and Learning Satisfaction written by Susan Bowers and published by . This book was released on 2004 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating Nurses written by Patricia Benner and published by John Wiley & Sons. This book was released on 2009-12-09 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for Educating Nurses "This book represents a call to arms, a call for nursing educators and programs to step up in our preparation of nurses. This book will incite controversy, wonderful debate, and dialogue among nurses and others. It is a must-read for every nurse educator and for every nurse that yearns for nursing to acknowledge and reach for the real difference that nursing can make in safety and quality in health care." —Beverly Malone, chief executive officer, National League for Nursing "This book describes specific steps that will enable a new system to improve both nursing formation and patient care. It provides a timely and essential element to health care reform." —David C. Leach, former executive director, Accreditation Council for Graduate Medical Education "The ideas about caregiving developed here make a profoundly philosophical and intellectually innovative contribution to medicine as well as all healing professions, and to anyone concerned with ethics. This groundbreaking work is both paradigm-shifting and delightful to read." —Jodi Halpern, author, From Detached Concern to Empathy: Humanizing Medical Practice "This book is a landmark work in professional education! It is a must-read for all practicing and aspiring nurse educators, administrators, policy makers, and, yes, nursing students." —Christine A. Tanner, senior editor, Journal of Nursing Education "This work has profound implications for nurse executives and frontline managers." —Eloise Balasco Cathcart, coordinator, Graduate Program in Nursing Administration, New York University
Download or read book The Impact of Problem Based Learning on Students Perceptions of Performance Self Efficacy and Clinical Reasoning Skills During Standardized Patient Encounters written by Debra M. Cole and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: data collected over two cycles of action research included cognitive load and self-efficacy surveys, semi-structured interviews, and a focus group interview. Findings revealed overall cognitive load was not impacted by the PBL intervention, and overall self-efficacy was positively influenced. Students reported that, because of the PBL intervention, they felt more enjoyment and confidence in their: (1) abilities to conduct patient medical visits, (2) clinical reasoning process overall, and (3) overall performance during the SP encounter. Findings and implications for the current course design, the field of PA education, and medical educators are discussed. Recommendations for future research regarding self-efficacy and clinical performance for PA students are provided. Findings from this study highlight the positive influence of the PBL intervention on students perceived self-efficacy and confidence, with implications for medical education, as both are established motivating factors for success in becoming a medical provider.
