Brain-based learning principles applied to the teaching of basic cardiac code to associate degree nursing students using the Human Patient Simulator
Review TypeNone: Degree-based Submission
Repository Posting Date2020-10-13T20:54:23Z
Author(s)Wortock, Jean Marie
Author DetailsDr. Jean M. Wortock, PhD, RN
Lead Author Sigma AffliationNon-member
Level of EvidenceOther
Research ApproachQuantitative Research
Neurobiology research has enhanced our knowledge about the brain, and subsequently learning. This perspective is revolutionizing education. New teaching strategies are being developed with learning as the focus. Nurse educators can utilize these strategies to optimize student learning, especially in stressful situations. Few situations are as stressful for health care providers as when a patient goes into cardiac arrest. Improved critical thinking and code proficiency are needed to effectuate better patient outcomes. Skills learned through simulation increase critical thinking both in classroom and laboratory settings and can, ultimately, be transferred to patient situations. This study examined different strategies for increasing critical thinking necessary for code response proficiency. Up to this point, research had not been conducted utilizing a Web based cardiac code response course and a Human Patient Simulator (HPS). This study used these teaching strategies alone and in combination. The Web based course was developed using brain based learning principles. Two critical thinking measures were selected for use in this study, one general, the California Critical Thinking Skills Test (CCTST), and one nursing specific, the Critical Thinking Process Test (CTPT). The sample consisted of students (n = 54) enrolled in their last semester of an associate degree nursing program at a central Florida college. An experimental design employing random assignment to 1 of 4 groups was used. Group 1 received only the standard cardiac code response instruction included in the college curriculum; in addition, Group 2 received a HPS code scenario, Group 3 received a Web based cardiac code response course; and Group 4 received a combination of the Web based course and the HPS. All students were tested using both critical thinking measures before and after intervention. Data were analyzed using a four by two (4 x 2) factorial design for mixed repeated measures. Due to the small sample size with corresponding low power, results of the study were not statistically significant. However the majority of trends were in the direction predicted by the hypotheses. Therefore, Web based instruction when combined with simulators may increase critical thinking, improve skill sets, thereby improving patient outcomes. Continued research is indicated.
DescriptionThis dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3071333; ProQuest document ID: 276351078. The author still retains copyright.
Advisor(s)Evans, Mary E.
Degree GrantorUniversity of South Florida
NotesThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
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