Download or read book Factors Contributing to Clinical Judgment Development in Nursing Students During Simulation Using the Creighton Competency Evaluation Instrument written by Susan Etheridge Kidd and published by . This book was released on 2017 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is imperative that nurse educators find inventive ways to advance nursing practice by developing a dynamic and divergent nursing workforce. Health care environments can be unpredictable and unsettling due to high acuity levels of patients. The development of excellent clinical judgment is necessary for nurses to meet the workforce demands that this type of environment poses. Nurse leaders report dissatisfaction with new graduates' ability to adequately perform competencies such as critical thinking. Nurse educators must establish approaches that teach, enforce, and evaluate the development of higher level thinking in nursing students. This non-experimental descriptive correlational study explored factors that affect the development of clinical judgment in Bachelor of Science nursing students during a synthesis simulation. The Creighton Competency Evaluation Instrument (CCEI) was used to measure clinical judgment. Tanner's Clinical Judgment Model provided the theoretical foundation for this study. The clinical judgment of 108 BSN students in their fourth semester of a traditional nursing program was assessed by the researcher using the CCEI in the lab during a synthesis simulation. Students also completed a demographic questionnaire. Statistical methods used to analyze the data included descriptive statistics, independent samples t-tests, one way analysis of variance, and Pearson product correlation. Males were found to have significantly higher overall clinical judgment. Males also scored statistically higher on the communication subscale. There were no other statistical differences in demographics or the subscale scores of the CCEI. Work experience had no significant impact on total clinical judgment scores. Participants that reported working in healthcare scored significantly higher on the patient safety subscale of the CCEI that those reporting working but not in healthcare. The unemployed group did not differ significantly from the employed in healthcare or the employed not in healthcare groups on the patient safety subscale. Small correlations were found between HESITM (E2) raw scores and CCEI total as well as communication and clinical judgment subscale scores. The findings of this study contributed to the overall knowledge about clinical judgment and the CCEI as a means to evaluate clinical judgment. Application of findings could be used to increase the use of simulation and foster the development of clinical judgment in nursing students. Clinical judgment terminology should be a standard part of every nursing curriculum. Simulation, with an emphasis on clinical judgment, could be used to increase HESI[trademark] (E2) scores of students thus better preparing them for NCLEX. It is recommended that future studies use a longitudinal approach to measuring clinical judgment. This would provide more discernible data to evaluate the development of clinical judgment over time. It is also recommended that more research be done to establish the CCEI as a valid and reliable tool to measure clinical judgment as well as faculty perceptions of the CCEI.

Download or read book Examining The Impact Of Expert Modeling Videos On Nursing Students Simulation Competency written by Tracy Michelle Dodson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the impact of expert modeling videos on nursing students' simulation competency. Students in the course Nursing of Adults were provided with a nursing process video in the prebriefing period of their scheduled simulation on Congestive Heart Failure (CHF). The experimental group (n = 22) viewed an expert modeling video, while the control group (n = 22) viewed a video discussion. Immediately following the simulation, students participated in a debriefing. Student simulation outcomes were measured by the Creighton Competency Evaluation Instrument (CCEI). Prior to students debriefing session with simulation and clinical faculty, students individually completed a Video Enjoyment Survey to assess their enjoyment of the video interventions. The results found that students in the experimental group performed significantly better in the CHF simulation when evaluated by the CCEI (p=0.001). Evaluation of four domains found a significant difference between control and experimental in the domains of Communication (p = 0.009) and Patient Safety (p = 0.002). Descriptive trends identified that the experimental group performed one or more levels higher in 11 of the 17 domain behaviors. While no statistically significant differences were found between groups on the Video Enjoyment Survey, when analyzed by factor, the experimental group had a statistically significant difference in the factor of engagement (p = 0.005). This study identified that expert modeling videos may be used in nursing education to improve students' overall simulation competencies and engagement in learning. This contributes to the body of literature on how nursing educators can use expert modeling videos to improve students' clinical competency.

Download or read book The Essentials of Clinical Reasoning for Nurses written by RuthAnne Kuiper and published by SIGMA Theta Tau International. This book was released on 2017 with total page 448 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 Clinical Nurse Educator Competencies written by Teresa Shellenbarger and published by Lippincott Williams & Wilkins. This book was released on 2018-03-08 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Excellence in clinical nursing education is essential in training today’s nursing students. The first resource of its kind to address this specialized area of expertise, Clinical Nurse Educator Competencies equips educators with a mastery of the evidence-based competencies and tasks needed to confidently guide students through learning experiences in clinical settings and to produce competent nurses ready for practice. Detailed analysis of each competency synthesizes relevant literature and reflects the insight of the NLN Task Group on Clinical Nurse Educators, providing an authoritative framework to help educators prepare students for the rigors of clinical nursing practice in today’s changing healthcare environment. “This synthesis and validation of academic clinical nurse educator competencies defines a scope of practice for the role of the academic clinical nurse educator. The results provide a standard of excellence central to the performance expectations associated with this specialized role.”

Download or read book Teaching in Nursing E Book written by Diane M. Billings and published by Elsevier Health Sciences. This book was released on 2015-10-31 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt: Set yourself up for success as a nurse educator with the award-winning Teaching in Nursing: A Guide for Faculty, 5th Edition. Recommended by the NLN for comprehensive CNE prep, this insightful text is the only one of its kind to cover all three components of teaching: instruction, curriculum, and evaluation. As it walks through the day-to-day challenges of teaching, readers will benefit from its expert guidance on key issues, such as curriculum and test development, diverse learning styles, the redesign of healthcare systems, and advancements in technology and information. This new edition contains all the helpful narrative that earned this title an AJN Book of the Year award, along with updated information on technology-empowered learning, the flipped classroom, interprofessional collaborative practice, and much more. Coverage of concept-based curricula includes strategies on how to approach and implement concept-based lessons. Extensive information on online education discusses the use of webinars and other practical guidance for effective online instruction. Evidence-based teaching boxes cover issues, such as: how to do evidence-based teaching; applications of evidence-based teaching; implications for faculty development, administration, and the institution; and how to use the open-ended application questions at the end of each chapter for faculty-guided discussion. Strategies to promote critical thinking and active learning are incorporated throughout the text, highlighting various evaluation techniques, lesson planning insights, and tips for developing examinations. Updated research and references address forward-thinking approaches to education and trends for the future. Guidance on teaching in diverse settings addresses topics such as the models of clinical teaching, teaching in interdisciplinary settings, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. Strong focus on practical content — including extensive coverage of curriculum development — equips future educators to handle the daily challenges and opportunities of teaching. NEW! Chapter on Interprofessional Education and Collaborative Practice focuses on the collaboration of care across patient care providers, emphasizing clear communication and shared patient outcomes. NEW! Renamed unit on Curriculum as a Process better reflects the latest QSEN competencies and other leading national standards. NEW! Renamed unit on Technology-Empowered Learning covers the use of technology for learning — including non-traditional course formats, active learning, flipped classrooms, and more.

Download or read book Teaching in Nursing written by Diane M. Billings and published by Elsevier Health Sciences. This book was released on 2015-12-01 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt: Set yourself up for success as a nurse educator with the award-winning Teaching in Nursing: A Guide for Faculty, 5th Edition. Recommended by the NLN for comprehensive CNE prep, this insightful text is the only one of its kind to cover all three components of teaching: instruction, curriculum, and evaluation. As it walks through the day-to-day challenges of teaching, readers will benefit from its expert guidance on key issues, such as curriculum and test development, diverse learning styles, the redesign of healthcare systems, and advancements in technology and information. This new edition contains all the helpful narrative that earned this title an AJN Book of the Year award, along with updated information on technology-empowered learning, the flipped classroom, interprofessional collaborative practice, and much more. Coverage of concept-based curricula includes strategies on how to approach and implement concept-based lessons. Extensive information on online education discusses the use of webinars and other practical guidance for effective online instruction. Evidence-based teaching boxes cover issues, such as: how to do evidence-based teaching; applications of evidence-based teaching; implications for faculty development, administration, and the institution; and how to use the open-ended application questions at the end of each chapter for faculty-guided discussion. Strategies to promote critical thinking and active learning are incorporated throughout the text, highlighting various evaluation techniques, lesson planning insights, and tips for developing examinations. Updated research and references address forward-thinking approaches to education and trends for the future. Guidance on teaching in diverse settings addresses topics such as the models of clinical teaching, teaching in interdisciplinary settings, how to evaluate students in the clinical setting, and how to adapt teaching for community-based practice. Strong focus on practical content - including extensive coverage of curriculum development - equips future educators to handle the daily challenges and opportunities of teaching. NEW! Chapter on Interprofessional Education and Collaborative Practice focuses on the collaboration of care across patient care providers, emphasizing clear communication and shared patient outcomes. NEW! Renamed unit on Curriculum as a Process better reflects the latest QSEN competencies and other leading national standards. NEW! Renamed unit on Technology-Empowered Learning covers the use of technology for learning - including non-traditional course formats, active learning, flipped classrooms, and more.

Download or read book Teaching and Learning in a Concept Based Nursing Curriculum written by Ignatavicius and published by Jones & Bartlett Learning. This book was released on 2017-09 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Resource added for the Nursing-Associate Degree 105431, Practical Nursing 315431, and Nursing Assistant 305431 programs.

Download or read book Innovative Teaching Strategies in Nursing and Related Health Professions written by Martha Bradshaw and published by Jones & Bartlett Learning. This book was released on 2016-07-29 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Innovative Teaching Strategies in Nursing and Related Health Professions, Seventh Edition details a wealth of teaching strategies, focusing on incorporating technology into the classroom, including the use of Web 2.0 technologies like blogs and podcasts. Chapters on blended learning and study abroad programs are featured, enabling students to gain a more diverse and increased global perspective. Highlighting innovative teaching techniques for various learning environments and real-world illustrations of the strategies in use, this text goes beyond theory to offer practical application principles that educators can count on. The Seventh Edition includes two new chapters – Teaching through Storytelling and Giving and Receiving Evaluation Feedback.

Download or read book Comprehensive Healthcare Simulation Nursing written by Jared M. Kutzin and published by Springer Nature. This book was released on with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Best Practices in Teaching Nursing written by Joanne Noone and published by Lippincott Williams & Wilkins. This book was released on 2023-09-21 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt: As accreditation standards and licensure exam expectations evolve, nurse educators are increasingly challenged to design curricula that encompass an ever-expanding amount of content with a concurrent focus on clinical judgment and preparation for practice. Best Practices in Teaching Nursing empowers readers with a detailed perspective on advances in nursing pedagogies that support the development of deep understanding and effective clinical judgment among students. Authored by expert nurse educators, this unique text helps foster exceptional education experiences with an emphasis on practical application focused on teaching and assessing learners. Current and best practices are grounded within nursing as a practice profession and incorporate the science of learning, reflecting the most current research-based insights and proven pedagogical approaches.

Download or read book Teaching in Nursing and Role of the Educator Third Edition written by Marilyn H. Oermann, PhD, RN, ANEF, FAAN and published by Springer Publishing Company. This book was released on 2021-02-04 with total page 514 pages. Available in PDF, EPUB and Kindle. Book excerpt: All the information you need in one textbook! This all-inclusive text for Nurse Educators delivers comprehensive, evidence-based guidance on the essential components of teaching, including learning theories, teaching methods, new technologies for teaching, curriculum development, evaluation and testing, and accreditation. The text delivers the full scope of knowledge necessary for novice and experienced faculty to become competent teachers in nursing. This third edition features new content on the transition from clinician to educator. There is also a new chapter on nursing professional development and teaching in clinical settings and updated teaching strategies for active learning, clinical judgment, and online teaching. The text is designed to help educators prepare for the certification exams. The text also addresses varied learning styles and how to accommodate them, new developments in simulation, standardized patients, OSCEs, clinical teaching, interprofessional education, and evidence-based teaching. New to the Third Edition: Chapter on the transition from clinician to educator, plus expanded content throughout on becoming a nurse educator Addresses inclusivity and developing an inclusive learning environment for people with different learning styles Strategies to promote active learning, clinical judgment, and higher level learning, and teaching online Updated content on simulations, the use of standardized patients, OSCEs, clinical teaching, and clinical evaluation Chapter on accreditation of nursing programs and developing a systematic program evaluation plan Chapter on nursing professional development and teaching in a clinical setting Key Features: Written by experts who seamlessly integrate evidence-based research and practical strategies Serves as a thorough study guide for nurse educator certification exams Covers practical teaching strategies, simulation, online education, technology, interprofessional education, clinical teaching and evaluation, and test construction Includes case examples and other examples to support content and “how-to” tips Includes a high quality online course ready for an instructor’s use: sample syllabus, PowerPoints, and a complete 20-module online course

Download or read book The Effect of Simulation on the Development of Clinical Judgment in Second Degree Nursing Students written by Mary Ellen Rush and published by . This book was released on 2019 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Nurses are challenged to use critical thinking skills and make sound clinical judgment in achieving optimal patient outcomes and improving patient safety (Alfaro-LeFevre, 2017). Clinical judgment is the ability to interpret patient data, and develop appropriate and timely interventions (Bussard, 2018). The effect of simulation on the development of clinical judgment has been investigated extensively in traditional nursing students. The rapid development of second-degree nursing students to address the nursing shortage (Sedgwick, Kellet, & Kalischuck, 2014), requires further investigation of the effect of simulation on the development of clinical judgment in second-degree nursing students. Opportunities for simulation experiences promote the development of clinical judgment in second-degree nursing students (Mariani, Cantrell, Meakin, & Jenkinson, 2015). This study encompassed a regularly scheduled simulation experience for students enrolled in a gerontology course in a second-degree nursing program. The study used a cross sectional design and encompasses an educational preparation video and demographic survey prior to the simulation. The Lasater Clinical Judgment Rubric (Lasater, 2007) was used post debriefing and reflection to assess the effect of the simulation on the development of clinical judgment. Statistical analysis using SPSS software was used for data analysis, results, and understanding the implications for translating the evidence into practice.

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 Teaching in Nursing and Role of the Educator written by Marilyn H. Oermann, PhD, RN, ANEF, FAAN and published by Springer Publishing Company. This book was released on 2013-12-06 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: This all-inclusive text on teaching in nursing is by one of the pre-eminent nurse educators in the United States: Dr. Marilyn Oermann. The only book to focus on the full academic role, it is designed to provide graduate-level nursing students with all of the competencies essential for effective teaching. This evidence-based text encompasses both theoretical and practical information and includes content on teaching and learning, assessment and evaluation, curriculum development, using technology , teaching in simulation, learning lab and online courses, models for clinical teaching, scholarship and evidence-based education, and other components of the educator role. Each chapter begins with goals and concludes with a content summary. Relevant research is cited to provide evidence for the concepts presented.. Chapters include practical examples of the methods and strategies presented and ìhow toî tips for readers. The book features an on-line teaching guide that includes PowerPoint slides, Case Examples, a Sample Course Syllabus, and Online Course Materials including chapters summaries, learner activities, discussion questions, and selected assessment strategies. In addition to her renown as a highly respected educator, Dr. Oermann has authored 14 books including Evaluation and Testing in Nursing and Education, Third Edition, Springer Publishing, 2013. Key Features: Covers, in just one text, the complete span of theoretical and practical knowledge essential for effective teaching in nursing Written by renowned nurse-educators and authors Integrates relevant research and practical examples in each chapter Addresses the main test blueprint for CNE Certification Exam Strong focus on technology in teaching by experts in their fields, including chapters on: Integrating Technology in Education Clinical Simulations Teaching in Online Learning Environments Instructor resource includes: Course Syllabus, PowerPoint prsentations for each chapter, Online Course with 16 modules with summaries, learning activities, discussion questions, online resources, selected case studies, and assessment strategies

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 Clinical Judgment Scripts as a Strategy to Foster Clinical Judgment written by Cheryl Beaube Hines and published by . This book was released on 2015 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Clinical judgment is a term used to describe how nurses use their knowledge of the patient to generate, assess, and prioritize patient care alternatives. The purpose of this research was to investigate if the incorporation of a standard clinical judgment script, based on Tanner's (2006) Clinical Judgment Model, into student experiential learning activities could foster the development of reflective thinking and clinical judgment. Participants were 53 senior nursing students, enrolled in their final semester of study. Data concerning student reflective thinking and clinical judgment skills were gathered and analyzed from three sources: (1) Results from two independent raters observing students in simulation were analyzed using a dependent t test; (2) A one-factor repeated measure ANOVA and descriptive statistics were used for data gathered from the students themselves; and (3) A one-factor repeated measures ANOVA was used to analyze data from the student's clinical instructors. Research results from this study found that the use of a standardized clinical judgment script does improve student reflective thinking and clinical judgment. Further, the results indicated that most students found the standardized debriefing script to be an effective way to promote the development of clinical judgment. Particularly, the students found the script helpful when evaluating and analyzing key decision making points in their day. Of importance to nurse education, the research script included cues and prompts which stimulated student's reflective self-assessment skills. The encouragement of reflective thinking allows students to view the entire clinical or simulated experience as a whole rather than a series of independent tasks, thus fostering clinical judgment. Further research is needed using the standardized debriefing script with more diverse student groups. Also, replicating this research with simulated learning experiences of a more analogous design is indicated.