Effects of high-fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self-efficacy

2015 ◽  
Vol 13 (1) ◽  
pp. 20-28 ◽  
Author(s):  
JuHee Lee ◽  
Yoonju Lee ◽  
Senah Lee ◽  
Juyeon Bae
Keyword(s):  
Problem Solving ◽  
Clinical Reasoning ◽  
Self Efficacy ◽  
Core Competencies ◽  
Patient Simulation ◽  
High Fidelity ◽  
High Fidelity Patient Simulation ◽  
Academic Self Efficacy

Debriefing with the OPT Model of Clinical Reasoning during High Fidelity Patient Simulation

2008 ◽  
Vol 5 (1) ◽  
pp. 1-14 ◽  
Author(s):  
RuthAnne Kuiper ◽  
Carol Heinrich ◽  
April Matthias ◽  
Meki J Graham ◽  
Lorna Bell-Kotwall
Keyword(s):  
Clinical Reasoning ◽  
Patient Simulation ◽  
High Fidelity ◽  
High Fidelity Patient Simulation

Using “Think Aloud” to Capture Clinical Reasoning during Patient Simulation

2015 ◽  
Vol 12 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Beth Burbach ◽  
Susan Barnason ◽  
Sarah A Thompson
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Baccalaureate Nursing ◽  
Nursing Student ◽  
Short Term Memory ◽  
Patient Simulation ◽  
High Fidelity ◽  
Think Aloud ◽  
High Fidelity Patient Simulation

AbstractThink Aloud (TA), a strategy in which subjects are instructed to verbalize thoughts as they occur while completing an assigned task, was integrated into a study of clinical reasoning during high fidelity patient simulation by baccalaureate nursing students. TA methods in nursing education research with patient simulation have not previously been reported. Concurrent TA (verbalization of thoughts in short-term memory) and retrospective TA (reflective thoughts verbalized during an immediate post-simulation interview) methods facilitated the collection of rich and meaningful data. Students demonstrated distinct patterns in verbalization during concurrent TA, including public and private thoughts, narration of care, and the use of the pause to facilitate clinical reasoning. Retrospective TA data provided rich descriptions of reflection-on-action. TA provides a rich source of data regarding clinical reasoning as experienced by the baccalaureate nursing student during high fidelity patient simulation.

scholarly journals Effect of a Simulated Education-based Hypoglycemia Scenario Using a High-fidelity Simulator on Acquisition and Retention of Diabetes Knowledge and Academic Self-efficacy in Nursing Students

2017 ◽  
Vol 23 (3) ◽  
pp. 319-329 ◽  
Author(s):  
Jiyoung Kim ◽  
Narae Heo
Keyword(s):  
Nursing Students ◽  
Self Efficacy ◽  
Patient Simulation ◽  
Control Group ◽  
High Fidelity ◽  
Diabetes Knowledge ◽  
Self Confidence ◽  
Simulation Education ◽  
Simulation Based ◽  
Academic Self Efficacy

Purpose: This study evaluated the acquisition and retention effects on diabetes knowledge and academic self-efficacy of patient simulation-based hypoglycemia scenario using a high-fidelity simulator. Methods: A nonequivalent control group pretest/posttest repeated measures quasi-experimental design determined if nursing simulation using a high-fidelity simulator helps students acquire and retain diabetes knowledge and academic self-efficacy. A total of 101 nursing students from two universities participated in this study, comprising the experimental and control groups. The experimental group (n=52) at a university in S city comprised participants in an adult nursing class, nursing practicum, and simulation education. The control group (n=49) at a university in C city participated in an adult nursing class and nursing practicum without simulation education. Results: The experimental group had statistically significant group-time interaction effects on diabetes knowledge (p=.044) and self-confidence (p<.001) of academic self-efficacy compared to the control group. Conclusion: The results indicated that the patient simulation-based hypoglycemia scenario using a high-fidelity simulator applied to nursing education is useful in encouraging nursing students to engage in strategies with acquisition and retention effects, enhancing their diabetes knowledge and self-confidence of academic self-efficacy. Therefore, educators should use simulation programs effectively with nursing classes and practicum to enhance the effects of nursing competencies.

scholarly journals A Cross-Sectional Study: What Contributes to Nursing Students’ Clinical Reasoning Competence?

2021 ◽  
Vol 18 (13) ◽  
pp. 6833
Author(s):  
Soomin Hong ◽  
JuHee Lee ◽  
Yeonsoo Jang ◽  
Yoonju Lee
Keyword(s):  
Nursing Students ◽  
Problem Solving ◽  
Clinical Reasoning ◽  
Self Efficacy ◽  
Linear Regression Analysis ◽  
Development Planning ◽  
Continuous Variables ◽  
Cross Sectional ◽  
Clinical Practicum ◽  
Academic Self Efficacy

Clinical reasoning is a vital competence for nursing students, as it is required for solving problems arising in complex clinical situations. Identifying the factors that influence nursing students’ clinical reasoning competence in the social context can help their implicit educational needs. Therefore, this study aimed to determine the factors associated with developing clinical reasoning competency among undergraduate nursing students. In total, 206 senior nursing students were included in this study. Self-reported measures were used to obtain data on participants’ clinical reasoning competence, problem-solving abilities, academic self-efficacy, and level of clinical practicum stress. Relationships among continuous variables were analyzed using Pearson’s correlation coefficients. A multiple linear regression analysis was conducted to identify factors related to clinical reasoning competence. Our findings show that participants with better problem-solving abilities and academic self-efficacy perceived themselves as having higher levels of clinical reasoning competence. Nursing students with lower clinical practicum stress reported higher clinical reasoning competence. Significant factors identified were younger age and subcategories of problem-solving ability such as problem clarification, alternative solution development, planning/implementation, and self-regulated efficacy. Our findings highlight essential factors necessary for developing a nursing curriculum that contributes to professional nurses’ clinical reasoning competence.

Sign in / Sign up

Export Citation Format

Share Document