Download or read book The Effect of Simulated Clinical Experience on Knowledge Near Transfer and Far Transfer in Nursing Education written by Shana Ruggenberg and published by . This book was released on 2008 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effect of simulated clinical experience on knowledge, near transfer, and far transfer in nursing education.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Learning from Experience written by Hui Zhang and published by Linköping University Electronic Press. This book was released on 2021-01-22 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background: Simulation enhances experiential learning through creating experience to form the basis of learning, and it has been recognized as an effective pedagogy in current health professions education. As an integral element of simulation, debriefing contributes to transforming the created experience to new knowledge. Video-assisted debriefing (VAD) refers to adding audio-visual capture and review to traditional verbal debriefing (VD). Despite being regarded as ‘gold standard’ for simulation, evidence reporting educational effects of VAD is mixed and its best practice remains absent. Aims: The aims of this thesis were to develop a framework for VAD, to test and compare its effects on prelicensure nursing students’ debriefing experiences, reflective abilities and nursing competencies with VD without video, as well as to explore its potential impact on facilitators’ perceptions and practices following high-fidelity simulation. Design and methods: This thesis comprised of four studies with different research designs. Study I was a systematic review which synthesized the characteristics of existing VAD practices in health professions education and evaluated its effectiveness on learners’ reactions, learning and behaviors. Study II was a proof-of-concept study which developed of a three-phase framework for VAD and tested its preliminary effects on nursing students’ debriefing experiences, reflective abilities, and nursing competencies using a pretest-posttest design. Study III adopted a qualitative method to explore nursing students’ experiences and perspectives of a structured VAD using focus groups. Data were analyzed using thematic analysis approach. Study IV employed a mixed-method research design to investigate the impact of a three-phase VAD on nursing students’ debriefing experiences, perceived stress, as well as facilitators’ perceptions and debriefing practices. Results: Study I showed that existing VAD offered comparable educational effects as VD in terms of learners’ experiences, attitudes, and performance, except on knowledge acquisition. Video did not demonstrate its continuous advantage in debriefing, which informed the absence of best practice. The preliminary results of Study II reported that a three-phase VAD significantly improved students’ debriefing experiences (p<0.001), reflective abilities (p<0.01), and nursing competencies (p<0.001). Study III disclosed an emotional roller coaster experienced by nursing students in VAD, from unwillingness and fear of being judged, followed by stress and defensiveness, to sense of appreciation and satisfaction. Most students agreed that VAD provided a good learning experience with few preferred not to receive peer feedback after video review. Study IV demonstrated that VAD improved nursing students’ debriefing experiences (p=0.01) and caused comparable stress as VD. Repeated exposure to VAD significantly reduced stress levels. VAD also enhanced facilitators’ perceptions and debriefing practices. Conclusions: This project developed a three-phase framework for VAD, and affirmed its educational effects on improving nursing students’ debriefing experiences, reflective abilities, and competencies following high fidelity simulation, with comparable stress experienced as in VD. The finding of an emotional roller coaster experienced by nursing students in VAD challenged the snapshot of negative emotions reported in other studies, offering some clarity to the inconsistent evidence regarding learners’ experiences of VAD and contributing to its best practice. This thesis also proved that this three-phase VAD held the potential to enhance facilitators’ debriefing practices towards student-centered learning. Bakgrund: Att simulera olika vårdsituationer är idag en väl använd pedagogisk metod inom hälsoutbildningarna eftersom erfarenheten av att träna simulering kan förbättra inlärningen. Debriefing ingår som en integrerad del i simuleringen och bidrar till att omvandla erfarenheten till kunskap. Video-assisterad debriefing innebär att simuleringssituationen filmas och filmen används sedan i debriefingen. Trots att det är vanligt att använda video-assisterad debriefing är bevisen för att det är bättre än debriefing utan video oklara. Syfte: Syftet med denna avhandling var att utveckla en strukturerad video-assisterad debriefing att använda i samband med simulering på sjuksköterskeutbildningen. Att sedan testa den på sjuksköterskestudenter för att se om den påverkade deras debriefing erfarenhet, reflektionsförmåga och omvårdnadskompetens jämfört med sjuksköterskestudenter som erhöll debriefing utan video. Syftet var också att utforska handledarnas uppfattning och genomförande av video-assisterad debriefing i samband med simulering. Design och Metod: Avhandlingen består av fyra studier med olika design. Studie 1 var en systematisk litteraturstudie där 23 artiklar innehållande tidigare erfarenheter av videoassisterad debriefing från hälsoutbildningar granskades och syntetiserades. I studie 2 utvecklades en strukturerad video-assisterad debriefing i tre faser som sedan testades på sjuksköterskestudenternas (n=63) debriefing erfarenhet, reflektionsförmåga och omvårdnadskompetens genom en före-efter design. I studie 3 användes en kvalitativ design för att med hjälp av fokusgrupper utforska sjuksköterskestudenternas (n=27) erfarenheter av att använda video-assisterad debriefing. Studie 4 var en mixed-methods studie som undersökte betydelsen av en strukturerad video-assisterad debriefing jämfört med debriefing utan video på sjuksköterskestudenternas (n=145) debriefing erfarenhet och uppfattning av stress i samband med debriefingen. I studie 4 undersöktes även handledarnas (n=8) uppfattningar och genomförande av video-assisterad debriefing. Resultat: Studie 1 visade att video-assisterad debriefing var jämförbart med debriefing utan video vad det gäller erfarenheter, attityder och genomförande men var inte bättre vad det gäller förvärvande av ny kunskap. Resultaten från studie 2 visade att den strukturerade videoassisterade debriefingen signifikant förbättrade sjuksköterskestudenternas debriefing erfarenhet (p<0,001), reflektionsförmåga (p<0,01) och omvårdnadskompetens (p<0,001). Studie 3 visade att strukturerad video-assisterad debriefing var som en emotionell bergodalbana

Download or read book The Effect of Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction written by Kathleen L. Shea and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Nursing students are expected to apply knowledge from lectures and laboratories to the clinical setting. One major challenge of nursing educators is facilitating the transfer of knowledge to the clinical-practice setting. Simulation-based education provides students with an experiential-learning activity within the context of a simulated clinical environment. Following the simulation activity, the instructor facilitates a debriefing session and guides student discussion and reflection related to the experience. Debriefing promotes understanding of nursing concepts (Benner, Sutphen, Leonard, & Day, 2010). The purpose of this research is to compare two debriefing methods: traditional method and Debriefing for Meaningful Learning DML (Dreifuerst, 2012). Using a mixed method design, the researcher examined whether there were differences in student knowledge and perceptions of instruction based on debriefing method. Data collection included midterm examination scores, Debriefing Assessment for Simulation in Healthcare-Student Version (DASH-SV) scores on perceptions of instruction, DML worksheets, and a Simulation and Debriefing Experience questionnaire. Additionally, a correlation between examination scores and DASH-Scores was calculated. The researcher invited a class of undergraduate nursing students enrolled in a pediatric nursing theory course to participate in the research. Participants completed demographic forms and consents. Each student group of 8 attended a 4-hour simulation session and participated in 4 simulation scenarios involving a 6-month old patient. Simulation scenario concepts included infant growth and development, respirator, and neurology systems. The researcher facilitated the debriefing sessions utilizing the DML or traditional method. Data were analyzed through descriptive statistics and independent samples t test. There were no statistically significant differences in examination scores or DASH-SV scores based on debriefing method. There was a moderate correlation (r= .40) between examination scores and DASH-SV scores. Data from the DML and the Simulation and Debriefing questionnaire suggested that students valued the nursing role, teamwork, and communication experiences during the simulation. Students offered feedback that has implications for practice and future debriefing research.

Download or read book Theory based Post simulation Debriefing written by Natasha Renee Colvin and published by . This book was released on 2019 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Background Nurse educators have an obligation to ensure that students learn, develop, and apply higher-order cognitive skills. New graduates are expected to practice at a higher performance level in order to care for more complex patients, yet barriers to clinical education, such as securing clinical sites, have made it difficult for nurse educators to provide a variety of learning experiences. Many nursing faculty are either supplementing or replacing clinical experiences with simulation-based training with the goal of students transferring the knowledge and skills learned in the laboratory setting to the "real" patient care environment. Significance Debriefing has been recognized as the most significant component of a simulated learning experience (Shinnick, Woo, Horwich, & Steadman, 2011; Forneris, 2015). Little is known regarding the effectiveness of debriefing strategies, and so the evaluation of debriefing is critical to ensure learning outcomes and students' transfer of learning. Specifically, the evaluation of the debriefer's effectiveness in engaging students during a structured, theory-based debriefing is critical, as the practice of debriefing methods broadens throughout nursing curriculum (Shinnick et al., 2011; Forneris, 2015). Methods A quasi-experimental, post-test-only control-group design was utilized to examine how non-theory-based debriefing compared to theory-based debriefing on students perceptions of the debriefing effectiveness and their transfer of learning following a high-fidelity simulation. Results Frequencies and percentages, independent t-tests, and Pearson product-moment correlation were applied to the data set. The study results did not show a statistically significance difference between the theory-based versus non-theory based learning groups. Additional data analysis demonstrated a statistically significant negative correlation in age and transfer of learning. Further, there was a statistically significant positive correlation between DASH-SV and LTT total score. Conclusions Further research is needed on a larger representation of nursing students. Ideally, transfer of learning and students perceptions of debriefing effectiveness should be evaluated with a more diverse, nationally representative sample of nursing students. Additionally, future research should also examine additional predictors and factors that could influence transfer of learning, For example, sex, type of nursing program, and semester level of the nursing student. j

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 A Longitudinal Study Exploring Student Nurses Perceptions of the Impact of a Simulated Clinical Environment on Their Clinical Learning Experience and Transfer of Learning written by Maureen A. Crowley and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Influence of Knowledge and Clinical Experience on Clinical Decision Making of Registered Nurses and Nursing Students Using Interactive Video Simulation written by Joan Elaine Predko and published by . This book was released on 1992 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.

Download or read book Integrating Clinical Experiences Into Classroom Education written by Jill R. Hobbs and published by . This book was released on 2018 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: For many nursing students, the classroom and clinical experience represent two different learning environments. The disconnect between classroom and clinical learning also parallels an important professional need--bridging students' transitions from nursing school to professional practice (Benner, Sutphen, Leonard, & Day, 2010; Institute of Medicine, 2011). Utilization of an unfolding case study (UCS) in the classroom setting allows the students to participate in a realistic, complex, problem centered activity while learning to think like a nurse. The purpose of this study was to address the challenge to improve teaching and learning by integrating clinical experiences into classroom education (Benner, et al., 2010; IOM, 2011). Although unfolding case studies have been used in nursing pedagogy, there is little empirical research in nursing education to support this interactive teaching strategy. In fact, there are no research studies in nursing that test transfer of knowledge with the use of an UCS in the classroom setting. This quantitative study examined the effects of an UCS on undergraduate nursing students learning outcomes. This intervention study took place in a naturalistic setting comparing a traditional slide lecture (n = 83) to an UCS (n = 98) by testing learning outcomes with the use of a pretest, posttest, and transfer test. A student perception survey was also administered after each teaching session. This study begins to address the gap in the literature by examining learning outcomes and transfer of knowledge. The results of the 2 x 3 repeated measures analysis of variance reveal that students in the UCS group learned at a similar rate as the lecture group. Neither group demonstrated transfer of knowledge on the transfer test. The one-way analysis of variance performed on the survey results revealed that students in both the UCS and lecture group felt that the teaching session was more aligned with the clinical setting than the reading assignment given prior to the teaching session. However, the UCS group did not identify their teaching session with the clinical setting at a significantly higher rate than the lecture group.

Download or read book Effects of Simulated Clinical Experiences on Empathy Self Confidence and Satisfaction in Nursing Students written by Dawn L. Riess and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Unfolding Case Studies on Nursing Students Understanding and Transfer of Oxygenation written by Sandra Bryant Bryant and published by . This book was released on 2016 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: Utilizing unfolding case studies as a teaching strategy has a number of potential benefits towards enhancing student understanding and transfer of knowledge. A major goal of these strategies is to enhance the competence levels of nursing students and improve patient care outcomes. Literature has suggested that utilization of knowledge to align classroom, clinical, and laboratory learning experiences will lead to nursing students who are better able to discern critical aspects to focus on within clinical situations, allowing them to render more competent care (Benner, Sutphen, Leonard, & Day, 2010). Although unfolding case studies have the potential benefits, listed above, there is little empirical research in nursing education to warrant such claims. This study begins to address this gap by examining differences in understanding and transfer between a classroom that utilized a lecture-based approach (n = 45) and a classroom that utilized unfolding case studies (n = 44). Specifically, this study tested the effects of using unfolding case studies within an oxygenation module in a Fundamentals of Nursing Course at a community college in the southeastern United States. Pre and post module tests, a final examination, a teaching rubric, and personal perceptions of achievement through survey questions were utilized to measure achievement levels and students perceptions about using unfolding case studies. Results from an analysis of variance indicate that students in the unfolding case study classroom learned at a statistically significantly greater rate and demonstrated greater understanding after the module than students in the lecture-based classroom. Further, students in the unfolding case study classroom demonstrated significantly higher transfer of understanding on the final examination. Results from the survey questions offer suggestions for educational design for nursing students by guiding pedagogical strategies for the alignment of classroom, clinical, and laboratory experiences.

Download or read book Improving Clinical Competency by Increasing Knowledge Through Use of Simulated Experiences written by Gail M. Sachs and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords: Simulation; evidence-based practice; nursing education; high-fidelity patient simulator; scores; knowledge; confidence

Download or read book Clinical Education for the Health Professions written by Debra Nestel and published by Springer Nature. This book was released on 2023-07-19 with total page 1757 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book compiles state-of-the art and science of health professions education into an international resource showcasing expertise in many and varied topics. It aligns profession-specific contributions with inter-professional offerings, and prompts readers to think deeply about their educational practices. The book explores the contemporary context of health professions education, its philosophical and theoretical underpinnings, whole of curriculum considerations, and its support of learning in clinical settings. In specific topics, it offers approaches to assessment, evidence-based educational methods, governance, quality improvement, scholarship and leadership in health professions education, and some forecasting of trends and practices. This book is an invaluable resource for students, educators, academics and anyone interested in health professions education.

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 Simulation in Nursing Education written by Pamela R. Jeffries and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: And future considerations / Mary Anne Rizzolo

Download or read book Simulation as an Intervention to Facilitate Improved Clinical Reasoning in Nursing Students written by Janelle A. Guentter and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Healthcare is a dynamic entity that requires highly skilled professionals capable of treating patients with ever changing acuity and varying needs. Nurses are the cornerstone of this care environment and have the ability to impact care outcomes. Experience and knowledge have been shown to have a significant impact on a nurse's ability to recognize, and react appropriately, in response to changes in patient condition. Failure to appropriately recognize and react to these changes in a timely manner is known as failure to rescue and is a significant issue, contributing to increased rates of morbidity and mortality. Preparing nurses to effectively reason and react to changes in patient conditions begins in the pre-licensure education setting as an integral part of the framework of nursing knowledge. The literature demonstrates a positive correlation between the use of high fidelity simulation and improved clinical reasoning in novice and student nurses. Benchmarks established as a result of these exercises indicate performance improvement in these populations. An evidence-based change project was implemented at a prelicensure baccalaureate nursing program to facilitate similar internal benchmarks with regard to improved clinical reasoning in participants. Simulations were presented in a repeating format and measurement data were collected to measure reasoning skills. Outcomes showed a positive correlation between high fidelity simulation and increased knowledge facilitating improvements in clinical reasoning, resulting in timely recognition and reaction to changes is patient condition. Future implications include the adoption of effective methodologies such as this across nursing curricula to facilitate improved reasoning, and ultimately, patient outcomes. Keywords: simulation, high fidelity, nursing students, knowledge, failure to rescue" -- Abstract.