Exploring the impact of simulation anxiety on clinical judgment for nursing students
Janet M. Reed, PhD, RN, CMSRN is a medical surgical nurse who is an associate professor at Kent State University at Stark in Ohio. Her Ph.D. is from Kent State University in Curriculum & Instruction. She also holds a MSN degree from the University of Toledo in Nursing Education, as well as a BSN from the University of Massachusetts Amherst and ADN from Lorain County Community College in Ohio.
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Research literature provides evidence that new graduate nurses are often deficient in clinical judgment (CJ). One way to increase CJ is by using simulations. However, the literature is replete with descriptions of the high anxiety that simulation triggers. It is not currently known how anxiety in simulation affects clinical judgment for undergraduate nursing students. Therefore, the purpose of this study was to explore the effect of different types of anxiety on the clinical judgment of undergraduate nursing students in simulation.
This research project used a one-group repeated measures quantitative design to answer the research questions using the conceptual framework of Tanner’s (2006) model of clinical judgment. A convenience sample of 45 sophomore-level undergraduate nursing students participated in a study to explore how state and trait anxiety impacted their clinical judgment within an introductory simulation.
The results indicated that anxiety did not have a significant impact on clinical judgment. When controlling for baseline state and trait anxiety, pre-simulation anxiety level did not significantly predict scores on the Lasater Clinical Judgment Rubric (LCJR) within the simulation. State anxiety did change significantly between the three time measurements, going up to significantly high levels at pre-simulation. These anxiety levels remained high at postsimulation. The findings imply a changed focus to reframe how anxiety is thought about and its effects. Some anxiety is good and facilitative, and therefore, faculty should not be so worried about reducing anxiety for all students. Rather, nursing educators should help students function despite anxiety, in order to prepare them for real world nursing practice.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29221783; ProQuest document ID: 2658846484. The author still retains copyright.
This 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.
|Review Type||None: Degree-based Submission|
|Research Approach||Quantitative Research|
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