Patient Simulation vs. Case Study Approach: Impact upon Nursing Knowledge and Critical Thinking Abilities

2.50
Hdl Handle:
http://hdl.handle.net/10755/155197
Type:
Presentation
Title:
Patient Simulation vs. Case Study Approach: Impact upon Nursing Knowledge and Critical Thinking Abilities
Abstract:
Patient Simulation vs. Case Study Approach: Impact upon Nursing Knowledge and Critical Thinking Abilities
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Howard, Valerie, EdD, MSN, RN
P.I. Institution Name:Robert Morris University
Title:Associate Professor and Simulation Coordinator
[Research Presentation] Purpose: This study determined whether the use of the human patient simulator (HPS) as an educational intervention with nursing students was more effective than the use of interactive case studies (ICS) with respect to knowledge gain and critical thinking abilities, and assessed the learner's perspective.  Methods: A multi-site, quantitative quasi-experimental two group pre-test and post-test design was utilized with a sample of 49 nursing students.  The nursing students were pre-tested using a custom-designed HESI exam based upon the content, randomly assigned to either the ICS or HPS group, received the educational intervention, then were post-tested using another HESI exam based upon the same test blueprint.  The HESI Scores were used to measure knowledge gain and critical thinking ability.  A researcher developed evaluation form assessed their student's perspective. Results: Analysis of covariance (ANCOVA) revealed a significant difference with respect to knowledge gain using the HESI Conversion Score (p=.018) and HESI Scores (p=.037),  and a significant difference with respect to critical thinking ability using the Critical Thinking subscore (p=.051), with the HPS group scoring significantly higher on the posttest.  Descriptive statistics revealed that the student's perspective of the HPS experience was significantly more positive when compared to the case study group with respect to the stimulation of critical thinking abilities (p=.070), perceived value (p=.001), the ability to transfer learning to the clinical setting (p=.059), need for inclusion in undergraduate education (p=.010), understanding of concepts (p=.010), invoking nervousness (p=.001), decreasing anxiety in the clinical setting (p=.074), and substitution for clinical experiences (p=.027).   Conclusion: The results supported the use of simulation in undergraduate nursing education, demonstrated the effectiveness of the use of simulation as an innovative teaching strategy, validated the nursing students' experience with respect to simulation, and confirmed the cost-benefit ratio with respect to the resources needed to integrate simulation into a nursing curriculum.
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.titlePatient Simulation vs. Case Study Approach: Impact upon Nursing Knowledge and Critical Thinking Abilitiesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/155197-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Patient Simulation vs. Case Study Approach: Impact upon Nursing Knowledge and Critical Thinking Abilities</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">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Howard, Valerie, EdD, MSN, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Robert Morris University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor and Simulation Coordinator</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">HowardV@rmu.edu</td></tr><tr><td colspan="2" class="item-abstract">[Research Presentation] Purpose: This study determined whether the use of the human patient simulator (HPS) as an educational intervention with nursing students was more effective than the use of interactive case studies (ICS) with respect to knowledge gain and critical thinking abilities, and assessed the learner's perspective.&nbsp; Methods: A multi-site, quantitative quasi-experimental two group pre-test and post-test design was utilized with a sample of 49 nursing students.&nbsp; The nursing students were pre-tested using a custom-designed HESI exam based upon the content, randomly assigned to either the ICS or HPS group, received the educational intervention, then were post-tested using another HESI exam based upon the same test blueprint.&nbsp; The HESI Scores were used to measure knowledge gain and critical thinking ability.&nbsp;&nbsp;A researcher developed evaluation form assessed their student's perspective. Results: Analysis of covariance (ANCOVA) revealed a significant difference with respect to knowledge gain using the HESI Conversion Score (p=.018) and HESI Scores (p=.037),&nbsp; and a significant difference with respect to critical thinking ability using the Critical Thinking subscore (p=.051), with the HPS group scoring significantly higher on the posttest.&nbsp; Descriptive statistics revealed that the student's perspective of the HPS experience was significantly more positive when compared to the case study group with respect to the stimulation of critical thinking abilities (p=.070), perceived value (p=.001), the ability to transfer learning to the clinical setting (p=.059), need for inclusion in undergraduate education (p=.010), understanding of concepts (p=.010), invoking nervousness (p=.001), decreasing anxiety in the clinical setting (p=.074), and substitution for clinical experiences (p=.027).&nbsp;&nbsp; Conclusion: The results supported the use of simulation in undergraduate nursing education, demonstrated the effectiveness of the use of simulation as an innovative teaching strategy, validated the nursing students' experience with respect to simulation, and confirmed the cost-benefit ratio with respect to the resources needed to integrate simulation into a nursing curriculum.</td></tr></table>en_GB
dc.date.available2011-10-26T13:37:34Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T13:37:34Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.