Let's Pretend: Evaluating Critical Thinking Using Clinical Simulation Testing

2.50
Hdl Handle:
http://hdl.handle.net/10755/148821
Type:
Presentation
Title:
Let's Pretend: Evaluating Critical Thinking Using Clinical Simulation Testing
Abstract:
Let's Pretend: Evaluating Critical Thinking Using Clinical Simulation Testing
Conference Sponsor:Sigma Theta Tau International
Conference Year:2005
Author:Wood, Karen M., RN, DNSc
P.I. Institution Name:Saint Xavier University
Title:Associate Professor
Let's Pretend: Evaluating Critical Thinking Using Clinical Simulation Testing Teaching critical thinking in undergraduate nursing students is the focus of much thought and research in recent years. Translating these studies into reality often times presents multiple challenges to faculty. These challenges include access to appropriate environments to safely teach critical thinking, faculty time, and expense. Probably the most difficult challenge in this process is evaluating a student's ability to think critically in clinical situations. In response to this challenge, our faculty developed a series of clinical simulations that test students' ability to think critically given selected patient scenarios. This concept was first instituted with graduating seniors in an effort to evaluate students prior to placement with nurse preceptors during their leadership practicum. After several semesters, faculty and students both recognized the value of evaluating and validating student performance of both psychomotor and critical thinking skills. The process has since been instituted at all levels of the curriculum. An overview of the development of this aspect of the curriculum along with descriptions of the testing process and clinical scenarios will be provided. An exemplar of a testing scenario will be given. Discussion of the difficulties of evaluating students and the standardization of such testing will be conducted. In addition, the complexities of implementing such a testing scheme will be explored.
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.titleLet's Pretend: Evaluating Critical Thinking Using Clinical Simulation Testingen_GB
dc.identifier.urihttp://hdl.handle.net/10755/148821-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Let's Pretend: Evaluating Critical Thinking Using Clinical Simulation Testing</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">2005</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Wood, Karen M., RN, DNSc</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Saint Xavier University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">wood@sxu.edu</td></tr><tr><td colspan="2" class="item-abstract">Let's Pretend: Evaluating Critical Thinking Using Clinical Simulation Testing Teaching critical thinking in undergraduate nursing students is the focus of much thought and research in recent years. Translating these studies into reality often times presents multiple challenges to faculty. These challenges include access to appropriate environments to safely teach critical thinking, faculty time, and expense. Probably the most difficult challenge in this process is evaluating a student's ability to think critically in clinical situations. In response to this challenge, our faculty developed a series of clinical simulations that test students' ability to think critically given selected patient scenarios. This concept was first instituted with graduating seniors in an effort to evaluate students prior to placement with nurse preceptors during their leadership practicum. After several semesters, faculty and students both recognized the value of evaluating and validating student performance of both psychomotor and critical thinking skills. The process has since been instituted at all levels of the curriculum. An overview of the development of this aspect of the curriculum along with descriptions of the testing process and clinical scenarios will be provided. An exemplar of a testing scenario will be given. Discussion of the difficulties of evaluating students and the standardization of such testing will be conducted. In addition, the complexities of implementing such a testing scheme will be explored.</td></tr></table>en_GB
dc.date.available2011-10-26T09:51:12Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T09:51:12Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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