Author: Michele Devlin HestonPublisher:
ISBN:
Category : Nurse and patient
Languages : en
Pages : 204
Book Description
The Effect of Human Patient Simulation and the Role of Learning Styles on the Self-confidence of Nursing Students
Author: Michele Devlin HestonPublisher:
ISBN:
Category : Nurse and patient
Languages : en
Pages : 204
Book Description
The effect of learning styles, critical thinking disposition, and critical thinking on clinical judgment in senior baccalaureate nursing students during human patient simulation
Author: Kiyan McCormickThe Impact of Human Patient Simulation on Nursing Clinical Knowledge
Author: Mary Ann ShinnickThe Effect of High-fidelity Human Patient Simulation on Stress Levels of Associate Degree Novice Nursing Students
Author: Sallie Beth ToddPublisher:
ISBN:
Category : Nursing schools
Languages : en
Pages : 156
Book Description
Nursing students have identified the clinical learning environment as one of the most stress producing components of their nursing education. Past research has shown high levels of stress can lead to decreased learning, affect clinical performance, increase clinical errors, and threaten physical or psychiatric wellbeing. The primary responsibilities of nurse educators are to help students effectively cope with their initial stress and facilitate student learning by applying the knowledge they gain in the classroom to the clinical environment. To allow students the opportunity to integrate theory into practice, the use of high-fidelity human patient simulation is becoming more widely accepted in nursing education as an instructional methodology. This study demonstrated a relationship between the use of high-fidelity human patient simulation and the reduction of stress levels in novice nursing students that has not been previously reported in the literature. The purpose of this study was to investigate the effect of high-fidelity human patient simulation on the stress levels of associate degree novice nursing students prior to their first clinical experience. Fifty-five associate degree nursing students from one technical college tested the hypothesis that novice nursing students who receive practice on a high-fidelity simulator prior to their first clinical day will experience less stress and increased client system stability than those novice student nurses who do not. This study used a quasi-experimental, pretest-posttest comparison group research design to examine self-reported stress levels on the Student Stress and Coping Inventory Clinical Experiences subscale (SSCI). Control group participants attended two clinical days in a skilled nursing facility on a long-term care unit. Intervention group participants attended a simulated clinical experience with a high-fidelity human patient simulator followed by a clinical day at the same skilled nursing facility as the control participants. The Betty Neuman Systems Model was used to investigate whether a simulated first day clinical experience will perform as a primary prevention as intervention method on system stability to reduce stressor reaction and protect the flexible line of defense for associate degree novice nursing students. Study results confirmed the hypothesis and revealed that intervention participants who did not report any experience in healthcare and participants who reported no employment in healthcare identified significantly lower levels of stress on their SSCI posttests compared to control group participants whose posttest stress scores increased. Preparation using a simulated first day clinical experience with a high-fidelity mannequin demonstrated to be a primary prevention as intervention method and increased novice nursing student system stability. Research findings confirmed a significant difference in overall mean stress scores between the intervention and control group participants who did not report any experience in healthcare and those who were not employed in healthcare. Control group participants reported higher stress scores following their initial clinical experience whereas intervention participants reported a decrease in stress following a simulated first day clinical experience and their first clinical day.
Influences of Human Patient Simulation
Author: Marcia D. E. ShapiroPublisher:
ISBN:
Category : Education, Nursing
Languages : en
Pages : 218
Book Description
The Effect of a Simulation Experience on Student Perception of Self Confidence
Author: Ginny N. LittlePublisher:
ISBN:
Category : Simulated patients
Languages : en
Pages : 78
Book Description
The aim is to determine if participation in a high-fidelity simulation increases student levels of self-confidence. Thirty-eight first year associate degree nursing students enrolled in a medical-surgical course in a southeastern community college participated in a diabetes simulation as part of their course. Students then voluntarily completed a survey indicating self-confidence following the simulation. Descriptive statistics were used to determine the overall mean of student responses to each question on the National League for Nursing (NLN) Student Satisfaction and Self Confidence in Learning Tool. Students rated the teaching helpful and effective with a mean score of 4.47 (sd = .951). Students indicated that simulation materials used were motivating and helped with learning with a mean score of 4.53 (sd = .862). Participants indicated confidence in mastery of simulation content with a mean score of 3.63 (sd = 1.172). Participants rated confidence in development of skills and knowledge attainment with a mean score of 4.11 (sd = 1.06). Students rated knowledge of how to use simulation activities to learn nursing skills with a mean score of 4.18 (sd = .955). The study suggested confidence in mastery of skills and content covered and perception of simulation as helpful and effective occur concurrently following the simulation experience. Data analysis indicated student's knowledge of application of simulation activities and confidence in the development of needed skills from the simulation occur mutually.
The Effect of Virtual Patient Simulations on Student Learning Outcomes in an Associate of Science Medical-surgical Nursing Course
Author: Bobby Jean MusgrovePublisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 112
Book Description
The purpose of this study was to determine what the effects of virtual patient simulation instruction are on the learning outcomes of students in an Associate of Science medical-surgical nursing education course. Using a causal-comparative design, this study fills a gap in the literature and adds to the body of knowledge of this instructional strategy to bridge theory to practice in the classroom. Data were acquired from the HESI Exit ExaminationTM, which is administered the last semester of the nursing program. Data were collected for the Summer 2014 through Spring 2016 academic semesters. Additionally, data were acquired from the HESI Mid-Curricular ExamTM during the Summer 2014 through Spring 2015 academic semesters prior to entering the 2nd year of nursing. A post-course "satisfaction with current learning" subsection of the Student Satisfaction and Self-Confidence in Learning survey was administered to assess student satisfaction with the virtual patient simulation. Participants were undergraduate 2nd-year medical-surgical nursing students at one rural public community college. Test scores were collected for students for the 6 semesters from Summer 2014 to Spring 2016. Students who took the course during Fall 2015 and Spring 2016 also completed the satisfaction survey. To be included in the study, students had a grade point average (GPA) of 2.0 or greater in nursing coursework, and had not failed out of the nursing program or the medical-surgical nursing course. Findings revealed no differences between students who received traditional instruction and virtual patient simulation instruction. Satisfaction with the virtual patient simulation instruction was mixed, with the Fall 2015 group being undecided and the Spring 2016 group being satisfied based upon the 5-point Likert-type survey. These results support the hypothesis that virtual patient simulation is comparable to traditional instruction. This study provides evidence that virtual patient simulation is as good as traditional clinical instruction in achieving the student learning outcomes in an associate of science in medical-surgical nursing course.
The Effect of Human Patient Simulation on Nursing Students' Self Efficacy of Communication Skills
Author: Kirstyn Marie KamegA Study of Student Self-confidence and Satisfaction Using Pediatric Human Patient Simulators in Nursing Education
Author: Kelly W. ButlerPerceptions of Nursing Students of the Impact that Human Patient Simulation Had on Their Clinical Experience
Author: Susan OgilviePublisher:
ISBN:
Category : Clinical medicine
Languages : en
Pages : 204
Book Description