The Use of Clinical Simulation as a Learning Strategy for Health Assessment Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/147739
Type:
Presentation
Title:
The Use of Clinical Simulation as a Learning Strategy for Health Assessment Nursing Students
Abstract:
The Use of Clinical Simulation as a Learning Strategy for Health Assessment Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Petermann, Cynthia, MSN
P.I. Institution Name:Seton Hall University
Title:graduate assistant
[Special invitation presentation] Background: Human patient simulators are being promoted as the wave of the future for nursing education. They can provide an opportunity for students to practice where they can do no harm and be exposed to situations that they may not encounter in the clinical setting. Purpose: To compare the self confidence levels of students who practice vital signs skills on a high fidelity simulator with students who practice on a student partner. The study also explored student satisfaction with their method of practice and their perception of simulation as an educational method. Method: 62 undergraduate students recruited from an undergraduate health assessment course were studied using a quasi-experimental, pretest-posttest design. Instruments were Likert-based scales. Reliability was tested using Cronbach?s alpha with satisfaction = 0.94 and self-confidence = 0.87. Content validity was established by ten content experts in simulation development and testing. Results: There was significant difference in the self-confidence levels of both student groups after practicing, while there was no statistical difference before practice. The simulation group perceived their educational method as being superior whereas the control group rated their method of practice as neutral. Additionally, 90% of the students in the control group requested additional practice time using simulation. Implications for Nursing: Health assessment is the foundation for many nursing interventions and has been identified in the literature as a difficult skill to master. Nursing educators need to provide the best possible tools to prepare student nurses for the increasingly complex health care environment. This research indicates that simulation may be one of those tools. Conclusion: Simulation based blood pressure practice is the method rated highest by students, also producing measureable differences in self-confidence levels as an outcome. Longitudinal studies using larger samples are needed to determine the relation between simulation and student self-confidence levels over time.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Use of Clinical Simulation as a Learning Strategy for Health Assessment Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/147739-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Use of Clinical Simulation as a Learning Strategy for Health Assessment Nursing Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Petermann, Cynthia, MSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Seton Hall University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">graduate assistant</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">cindypetermann@msn.com</td></tr><tr><td colspan="2" class="item-abstract">[Special invitation presentation] Background: Human patient simulators are being promoted as the wave of the future for nursing education. They can provide an opportunity for students to practice where they can do no harm and be exposed to situations that they may not encounter in the clinical setting. Purpose: To compare the self confidence levels of students who practice vital signs skills on a high fidelity simulator with students who practice on a student partner. The study also explored student satisfaction with their method of practice and their perception of simulation as an educational method. Method: 62 undergraduate students recruited from an undergraduate health assessment course were studied using a quasi-experimental, pretest-posttest design. Instruments were Likert-based scales. Reliability was tested using Cronbach?s alpha with satisfaction = 0.94 and self-confidence = 0.87. Content validity was established by ten content experts in simulation development and testing. Results: There was significant difference in the self-confidence levels of both student groups after practicing, while there was no statistical difference before practice. The simulation group perceived their educational method as being superior whereas the control group rated their method of practice as neutral. Additionally, 90% of the students in the control group requested additional practice time using simulation. Implications for Nursing: Health assessment is the foundation for many nursing interventions and has been identified in the literature as a difficult skill to master. Nursing educators need to provide the best possible tools to prepare student nurses for the increasingly complex health care environment. This research indicates that simulation may be one of those tools. Conclusion: Simulation based blood pressure practice is the method rated highest by students, also producing measureable differences in self-confidence levels as an outcome. Longitudinal studies using larger samples are needed to determine the relation between simulation and student self-confidence levels over time.</td></tr></table>en_GB
dc.date.available2011-10-26T09:35:46Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:35:46Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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