Executive summary of CRiticAL – Clinical Reasoning and simulation -The passive observer becomes Active Learner
Review TypeNone: Sigma Grant Recipient Report
Repository Posting Date2020-06-04T20:25:07Z
Author DetailsDr Naomi Tutticci, School of Nursing, Queensland University of Technology; A/Prof Karen Theobald, School of Nursing, Queensland University of Technology; Dr Joanne Ramsbotham, School of Nursing, Queensland University of Technology; Dr Sandra Johnston, School of Nursing, Queensland University of Technology
Lead Author Sigma AffliationPhi Delta at-Large
Lead Author AffliationQueensland University of Technology, Brisbane, Queensland, Australia
Level of EvidenceQuasi-Experimental Study, Other
Research ApproachQuantitative Research
This report details the findings from a main study which used a two group non-equivalent control group design to examine the application of clinical reasoning by nursing students who observed a high fidelity simulation to determine if the independent variable (clinical reasoning observation worksheet) was associated with the dependent variable (clinical reasoning). The pre-test post-test design surveyed participants to determine the impact of the clinical reasoning framework based observation task/approach on their perception of their clinical reasoning. Participants were evaluated before and after the intervention and control experience, using the ‘Nurses Clinical Reasoning Survey’ (Liou et at., 2015). The post-test included a sub-scale measuring active learning, from the Educational Practices Questionnaire (National League for Nursing, 2005). Simulation teaching staff (facilitators) were asked to complete a survey (Clinical Reasoning Facilitator Survey) regarding their perspectives of students’ clinical reasoning displayed and discussed in the debrief element of the high fidelity simulation (HFS). A random selection of simulations was observed by a member of the research team, documenting observations in field notes. Observation worksheets were found to increase clinical reasoning in simulation participants, yet facilitators of simulation did not observe, along with researchers that clinical reasoning was applied in its entirety by simulation participants.
DescriptionDr. Tutticci is a recipient of the 2017-2018 Sigma/Chamberlain College of Nursing Education Research Grant.
NotesThe Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the Sigma grant. No further peer-review has taken place upon the completion of the Sigma grant final report and its appearance in this repository.
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