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Author: Deborah Lynne Weatherspoon Publisher: ISBN: Category : Critical thinking Languages : en Pages : 160
Book Description
Problem The problem investigated in this study was the lack of empirical evidence available regarding the effectiveness of electronic interactive simulation (EIS) for developing critical thinking disposition and clinical judgment skills in the senior baccalaureate nursing student. Aim The aim of this study was to identify an effective method of experiential learning simulation that may be independently accessed by the learner with a goal of enhancing critical thinking disposition and clinical judgment skills of senior baccalaureate student nurses (BSN). Purpose The purpose of this experimental study was to compare the effects of EIS to traditional paper case studies on the critical thinking disposition and clinical judgment skills, measured by accuracy and efficiency of situational decision making, of senior nursing students enrolled in baccalaureate nursing programs in the United States. Methods One hundred and seventeen senior nursing students completed the randomized control study by using either the EIS or paper case study learning intervention. Repeated measures ANOVA and nonparametric tests were used to test the hypotheses that senior BSN who participate in EIS of real-life clinical scenarios over a period of two weeks will experience significant increases in clinical judgment and critical thinking disposition compared to students who receive traditional paper case study simulation. Findings Results showed that participants who used EIS over a two-week period increased their scores for critical thinking disposition overall and on three of the subscales. Results also indicated a positive trend, greater than the comparison group, on the remaining subscales. It is noted that many scores for the Case Study group actually decreased, suggesting that this method had a stifling effect on the development of critical thinking disposition. Retention and application of learned information was apparent for both groups, however, there was a trend for a greater change in the EIS group compared to the Case Study group. Additional research is needed to explore the effectiveness of this emerging pedagogy to add to what is known about the effects of experiential learning in the healthcare professions.
Author: Deborah Lynne Weatherspoon Publisher: ISBN: Category : Critical thinking Languages : en Pages : 160
Book Description
Problem The problem investigated in this study was the lack of empirical evidence available regarding the effectiveness of electronic interactive simulation (EIS) for developing critical thinking disposition and clinical judgment skills in the senior baccalaureate nursing student. Aim The aim of this study was to identify an effective method of experiential learning simulation that may be independently accessed by the learner with a goal of enhancing critical thinking disposition and clinical judgment skills of senior baccalaureate student nurses (BSN). Purpose The purpose of this experimental study was to compare the effects of EIS to traditional paper case studies on the critical thinking disposition and clinical judgment skills, measured by accuracy and efficiency of situational decision making, of senior nursing students enrolled in baccalaureate nursing programs in the United States. Methods One hundred and seventeen senior nursing students completed the randomized control study by using either the EIS or paper case study learning intervention. Repeated measures ANOVA and nonparametric tests were used to test the hypotheses that senior BSN who participate in EIS of real-life clinical scenarios over a period of two weeks will experience significant increases in clinical judgment and critical thinking disposition compared to students who receive traditional paper case study simulation. Findings Results showed that participants who used EIS over a two-week period increased their scores for critical thinking disposition overall and on three of the subscales. Results also indicated a positive trend, greater than the comparison group, on the remaining subscales. It is noted that many scores for the Case Study group actually decreased, suggesting that this method had a stifling effect on the development of critical thinking disposition. Retention and application of learned information was apparent for both groups, however, there was a trend for a greater change in the EIS group compared to the Case Study group. Additional research is needed to explore the effectiveness of this emerging pedagogy to add to what is known about the effects of experiential learning in the healthcare professions.
Author: Cheryl Beaube Hines Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 105
Book Description
Clinical judgment is a term used to describe how nurses use their knowledge of the patient to generate, assess, and prioritize patient care alternatives. The purpose of this research was to investigate if the incorporation of a standard clinical judgment script, based on Tanner's (2006) Clinical Judgment Model, into student experiential learning activities could foster the development of reflective thinking and clinical judgment. Participants were 53 senior nursing students, enrolled in their final semester of study. Data concerning student reflective thinking and clinical judgment skills were gathered and analyzed from three sources: (1) Results from two independent raters observing students in simulation were analyzed using a dependent t test; (2) A one-factor repeated measure ANOVA and descriptive statistics were used for data gathered from the students themselves; and (3) A one-factor repeated measures ANOVA was used to analyze data from the student's clinical instructors. Research results from this study found that the use of a standardized clinical judgment script does improve student reflective thinking and clinical judgment. Further, the results indicated that most students found the standardized debriefing script to be an effective way to promote the development of clinical judgment. Particularly, the students found the script helpful when evaluating and analyzing key decision making points in their day. Of importance to nurse education, the research script included cues and prompts which stimulated student's reflective self-assessment skills. The encouragement of reflective thinking allows students to view the entire clinical or simulated experience as a whole rather than a series of independent tasks, thus fostering clinical judgment. Further research is needed using the standardized debriefing script with more diverse student groups. Also, replicating this research with simulated learning experiences of a more analogous design is indicated.
Author: Daniel J. Pesut Publisher: Cengage Learning ISBN: Category : Medical Languages : en Pages : 284
Book Description
This innovative book helps students learn clinical reasoning skills to become more outcome oriented. It introduces the OPT (outcome, present state, test) model, an alternative to the nursing process, to help students develop the clinical reasoning skills required in contemporary practice. This model uses the client's story as a foundation for developing reasoning skills that are outcome focused, an area gaining importance in nursing. (judgement, critical thinking, reasoning, decision making, analyze)
Author: Victoria Junkin Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 86
Book Description
Clinical reasoning is the cognitive process and strategies used to understand the significant patient data to identify and diagnose actual or potential problems in order to make competent clinical decisions that will affect patient outcomes (Fonteyn & Ritter, 2000). The purpose of the study was to determine if implementing the Outcome-Present State Test Model of Clinical Reasoning with guided reflection activities was an effective method to improve clinical reasoning skills in senior nursing students at a large southeastern university. The overall research questions involve comparing participants Health Sciences Reasoning Test scores before and after implementation of the OPT Model as clinical paperwork, secondly the experimental group was given a guided reflection activity to complete in conjunction with use of the OPT Model during clinical experience. Kolb's Experiential Learning Theory is the theoretical framework used throughout this study. Nursing education has historically blended didactic learning with clinical experiences to transfer knowledge. The OPT offers a frame to organize thoughts and guides the learner to decide what data is important to each patient situation. This study reports the findings for 62 senior nursing students that completed the HSRT prior to implementation of the OPT Model and a guided reflection activity. Clinical instructor's scored participants using the Lasater's Clinical Judgment Rubric each week. There were no statistically significant differences between the experimental group and the control group. The only statistically significant difference that was identified was in the Lasater's Clinical Judgment Rubric scores between week one and week 2, and week 3 and week 4.
Author: Tracy Levett-Jones Publisher: ISBN: 9781488616396 Category : Medical logic Languages : en Pages : 344
Book Description
An Australian text designed to address the key area of clinical reasoning in nursing practice. Using a series of authentic scenarios, Clinical Reasoning guides students through the clinical reasoning process while challenging them to think critically about the nursing care they provide. With scenarios adapted from real clinical situations that occurred in healthcare and community settings, this edition continues to address the core principles for the provision of quality care and the prevention of adverse patient outcomes.
Author: Japonica Morris Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 86
Book Description
Simulation has been identified as an effective approach for preparing nursing students to transition from theory to practice. It is widely accepted that high-fidelity patient simulation has a positive impact on student learning and decision-making abilities. Computer-based simulation may be an effective alternative to the high cost of high-fidelity patient simulators. The purpose of this quasi-experimental study was to examine if the use of an interactive computer simulation video had an impact on the clinical judgment of undergraduate nursing students. This study also examined whether there was a relationship between students' demographic and academic characteristics and their clinical judgment scores. A sample of 50 community college associate degree nursing students participated in this study. The students were placed into experimental (N=18) and control (N=32) groups. An interactive computer-simulation video was the intervention used for the experimental group. An independent samples t test was conducted to compare group findings. All participants completed a demographic/academic form including age, GPA, current working hours, and previous degrees to examine if a relationship existed between demographic and academic variables and clinical judgment scores as measured by the Lasater Clinical Judgment Rubric. The study found no significant differences in clinical judgment scores between students who used the interactive computer-simulation video and those who did not. The study also did not find any relationship between student demographic and academic variables and clinical judgment scores.
Author: Rosalinda Alfaro-LeFevre Publisher: Elsevier Health Sciences ISBN: 0323429319 Category : Medical Languages : en Pages : 288
Book Description
What's behind every healed patient? Critical thinking! And what book best equips you to master the critical thinking skills needed for success on the NCLEX examination and in professional nursing practice? Alfaro's Critical Thinking, Clinical Reasoning, and Clinical Judgment, 6th Edition! With a motivational style and insightful "how-to" approach, this unique textbook draws upon real-life scenarios and evidence-based strategies as it guides you in learning to think critically in clinically meaningful ways. The new edition features a more streamlined, full-color design, and expanded coverage on some of key trends, including: interdisciplinary care teams, competency-based education, the IOM’s Leading Health Indicators, legal considerations, the effects of the Affordable Care Act, and much more. If you want to truly succeed in nursing practice today and be thinking-oriented rather than task-oriented, then look no further than this one-of-a-kind textbook. Simple approach and motivational writing style include vivid examples, memorable anecdotes, and real case scenarios to make content come alive. Practical strategies to promote critical thinking, clinical reasoning, and clinical judgment are incorporated along with supporting evidence as to why the strategies work. Focus on application (or "how to") and inclusion of supporting rationales (theory) make difficult concepts easy to learn. Critical thinking indicators feature evidence-based descriptions from the author of behaviors that promote critical thinking in nursing practice. Highlighted features and sections — such as Chapter at a Glance, Pre-Chapter Self-Tests, Guiding Principles, Critical Moments, Other Perspectives, Think-Pair-Share, Help Me Out cartoons, real-life clinical scenarios, key points, critical thinking exercises, and more — promote independent learning. UNIQUE! Brain-based learning principles utilize strategies that challenge the mind and are incorporated throughout the text. Timely coverage includes topical issues, such as: problem-focused versus outcome-focused thinking, prioritizing, developing a culture of safety, healthy work environments, expanding roles related to diagnosis and management, applying delegation principles, evidence-based practice, improving grades and passing tests the first time, NCLEX preparation, ensuring documentation reflects critical thinking, communication and interpersonal skills, strategies for common workplace challenges, and more. Inclusion of ethics- and standards-based professional practice reflects today’s professional climate which demands increasing accountability. Incorporation of cultural, spiritual, and lifespan content along with the nurse’s role in hospitals, communities, and long-term care settings presents a broad approach to critical thinking. Discussion of Tanner and Benner’s most recent work on what the research says about critical thinking and clinical judgment in nursing keeps readers up to date on the evidence-based side of practice. Coverage of IOM, QSEN, and other patient safety standards also keeps readers up to date on safe and effective nursing care.
Author: Deborah Lynne Weatherspoon
Author: Deborah Lynne Weatherspoon
Author: 
Author: Cheryl Beaube Hines
Author: Daniel J. Pesut
Author: 
Author: Victoria Junkin
Author: Tracy Levett-Jones
Author: Rosalinda Alfaro-LeFevre
Author: Japonica Morris
Author: Rosalinda Alfaro-LeFevre