Comparing Junior and Senior Nursing Students Development of Clinical Judgment Utilizing Clinical Simulation

2.50
Hdl Handle:
http://hdl.handle.net/10755/154001
Type:
Presentation
Title:
Comparing Junior and Senior Nursing Students Development of Clinical Judgment Utilizing Clinical Simulation
Abstract:
Comparing Junior and Senior Nursing Students Development of Clinical Judgment Utilizing Clinical Simulation
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:McKenzie, Carole A., PhD, CNM
P.I. Institution Name:Northwestern Oklahoma State University
Title:Associate Professor and Chairperson
Co-Authors:James L. Bowen, PhD; Sherrie L. Craig, RNC, BSN
21st INRC [Research Presentation] Purpose: Utilizing innovative and effective technologies are one way to bridge the gap in teaching students about clinical reasoning.  Utilizing the pilot work completed by McKenzie and Bowen (2008) on the use of simulation in developing reflective judgment, this study compares a group of students at two different times in their nursing curriculum .   Using the model developed by (Spurgeon and Bowen, 2002; King and Kitchener, 1994), nursing students were evaluated for reflective judgment at the end of their junior year and again at the end of senior year. Student epiphanies in the clinical simulation experience provided the context for students to reflect on their experience and be assessed in terms of reflective judgment.  Students became more cognizant of  learning needs and deficits, and clearer about the nursing role.  They also recognized their lack of judgment regarding a crisis situation.  Methods: For this study, students were given a clinical situation upon which to proactively reflect that was a higher acuity patient situation. They were given a reflective journal template to record their proactive reflections as well as their post experience reflections. They were videotaped during the clinical scenario presentation to determine if anticipatory or "proactive" reflection enhanced insight into  appropriate solutions to clinical situations.  In the second phase of the study, students were evaluated utilizing the same methodology. Results: The results of the two phases were correlated with their reflective judgment period at the time of each data collection.  Students were more progressed in their clinical judgment and clarity regarding roles. Students gained insight into their behaviors during these clinical situations via the videotaping and debriefing, particularly when the manikin "expired."  Conclusion: These insights provide mandates for utilization of simulation and reflection in assisting students to gain appropriate levels of clinical reasoning  but in assisting faculty in teaching clinical  judgment.
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.titleComparing Junior and Senior Nursing Students Development of Clinical Judgment Utilizing Clinical Simulationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/154001-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Comparing Junior and Senior Nursing Students Development of Clinical Judgment Utilizing Clinical Simulation</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">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">McKenzie, Carole A., PhD, CNM</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Northwestern Oklahoma State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor and Chairperson</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">camckenzie@nwosu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">James L. Bowen, PhD; Sherrie L. Craig, RNC, BSN</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Research Presentation] Purpose: Utilizing innovative and effective technologies are one way to bridge the gap in teaching students about clinical reasoning.&nbsp; Utilizing the pilot work completed by McKenzie and Bowen (2008) on the use of simulation in developing reflective judgment, this study compares a group of students at two different times in their nursing curriculum .&nbsp;&nbsp; Using the model developed by (Spurgeon and Bowen, 2002; King and Kitchener, 1994), nursing students were evaluated for reflective judgment at the end of their junior year and again at the end of senior year. Student epiphanies in the clinical simulation experience provided the context for students to reflect on their experience and be assessed in terms of reflective judgment.&nbsp; Students became more cognizant of&nbsp; learning needs and deficits, and clearer about the nursing role.&nbsp; They also recognized their lack of judgment regarding a crisis situation.&nbsp; Methods: For this study, students were given a clinical situation upon which to proactively reflect that was a higher acuity patient situation. They were given a reflective journal template to record their proactive reflections as well as their post experience reflections. They were videotaped during the clinical scenario presentation to determine if anticipatory or &quot;proactive&quot; reflection enhanced insight into &nbsp;appropriate solutions to clinical situations.&nbsp; In the second phase of the study, students were evaluated utilizing the same methodology. Results: The results of the two phases were correlated with their reflective judgment period at the time of each data collection.&nbsp; Students were more progressed in their clinical judgment and clarity regarding roles. Students gained insight into their behaviors during these clinical situations via the videotaping and debriefing, particularly when the manikin &quot;expired.&quot;&nbsp; Conclusion: These insights provide mandates for utilization of simulation and reflection in assisting students to gain appropriate levels of clinical reasoning&nbsp; but in assisting faculty in teaching clinical&nbsp; judgment.</td></tr></table>en_GB
dc.date.available2011-10-26T12:40:15Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:40:15Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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