Simulation and improving clinical judgment in prelicensure nursing students: A mixed method approach
Lizabeth J. Reents, EdD, MSN, CNE, CHSE, CCRNK
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Simulation has been considered a valid pedagogy for health professionals in education and actual practice. Its proper execution is vital for proper assimilation of knowledge, skills, and attitudes within the pre-licensure students throughout their curricular journey. High fidelity and multi-patient simulation scenarios were employed for beginner fundamental and advanced senior level nursing students with significant quantitative increases in clinical judgment found between groups using an independent t test and the Lasater Clinical Judgment Rubric (LCJR). The LCJR is based upon the Tanner’s clinical judgment model and has been extensively used throughout the world demonstrating solid reliability and validity. Qualitative responses were also compared between groups for each subset within the LCJR. Additional qualitative data was found to support the LCJR qualitative subset findings using post simulation reflection logs. Recommendations for educators and administrators will include the promotion, design, and execution of simulation across the nursing curriculum by well-trained nursing educators. Sincere intention to implement and sustain long lasting program change will be for the benefit of nursing students to help them be better prepared in the area of clinical judgment upon graduation prior to entry to practice.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30317637; ProQuest document ID: 2795066422. 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||Mixed/Multi Method Research|
High Fidelity Simulation
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