Relationship Between Evidence-Based Simulation and Empowerment of Critical Thinking Skills in Senior Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/156029
Type:
Presentation
Title:
Relationship Between Evidence-Based Simulation and Empowerment of Critical Thinking Skills in Senior Nursing Students
Abstract:
Relationship Between Evidence-Based Simulation and Empowerment of Critical Thinking Skills in Senior Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2009
Author:Farrar, Francisca J., EdD, MSN
P.I. Institution Name:Austin Peay State University
Title:Director and Professor
Co-Authors:Grace Moodt, MSN; Faye Zeigler, MSN; Danielle White, MSN; Debbie Ellison, MSN
[Evidence-based Practice Session Presentation] Purpose:  Nursing faculty encountered a challenge when students had difficulty mastering respiratory and cardiac content. Thirty three of the fifty students (86%) failed Exam I which covered respiratory content, and 24 of the fifty students (48%) failed Exam 2 which covered cardiovascular content. The purpose of this study was to examine the relationship between the use of remediation simulation and students' mastery of cardiovascular and respiratory content. Methods: A descriptive correlational design was used for this study. Students were interviewed to determine causative factors for the high number of course failures.  Common themes identified were 1) inability to master critical thinking skills, 2) students reported they knew the content but could not apply this knowledge to application questions; 3) all students reported the need for remediation to help them bridge this gap.  Faculty searched the literature and best practices to help them develop a remediation plan to help the students master the content.  The literature and research pointed out that simulation was a valid teaching modality that is correlated with empowering critical thinking skills and mastery of clinical skills.  A thirty hour remediation simulation program was developed.   Students who volunteered for the remediation program where required to sign a contract of commitment.  Students that completed all requirements on the contract were allowed to retest.  The new exam grade replaced the first exam grade.  Results:  Analysis of data reveals that remediation with simulation did increase student scores.  In Exam 1 the 86% failure rate was decreased to 22% failure rate with remediation simulation.  In Exam 2 the 48% failure rate was decreased to 16% failure rate.  Conclusion: Faculty concluded that simulation is a valid teaching strategy to be integrated into nursing curriculum, and is a valuable remediation tool that helps empower nursing students' critical thinking skills. Simulation can impact global nursing education.
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.titleRelationship Between Evidence-Based Simulation and Empowerment of Critical Thinking Skills in Senior Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/156029-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Relationship Between Evidence-Based Simulation and Empowerment of Critical Thinking Skills in Senior 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">2009</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Farrar, Francisca J., EdD, MSN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Austin Peay State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Director and Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">farrarf@apsu.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Grace Moodt, MSN; Faye Zeigler, MSN; Danielle White, MSN; Debbie Ellison, MSN</td></tr><tr><td colspan="2" class="item-abstract">[Evidence-based Practice Session Presentation] Purpose:&nbsp; Nursing faculty encountered a challenge when students had difficulty mastering respiratory and cardiac content.&nbsp;Thirty three of the fifty students (86%) failed Exam I which covered respiratory content, and 24 of the fifty students (48%) failed Exam 2 which covered cardiovascular content. The purpose of this study was to examine the relationship between the use of remediation simulation and students' mastery of cardiovascular and respiratory content. Methods: A descriptive correlational design was used for this study. Students were interviewed to determine causative factors for the high number of course failures.&nbsp; Common themes identified were 1) inability to master critical thinking skills, 2) students reported they knew the content but could not apply this knowledge to application questions; 3) all students reported the need for remediation to help them bridge this gap. &nbsp;Faculty searched the literature and best practices to help them develop a remediation plan to help the students master the content.&nbsp; The literature and research pointed out that simulation was a valid teaching modality that is correlated with empowering critical thinking skills and mastery of clinical skills. &nbsp;A thirty hour remediation simulation program was developed. &nbsp;&nbsp;Students who volunteered for the remediation program where required to sign a contract of commitment.&nbsp; Students that completed all requirements on the contract were allowed to retest.&nbsp; The new exam grade replaced the first exam grade.&nbsp; Results:&nbsp; Analysis of data reveals that remediation with simulation did increase student scores.&nbsp; In Exam 1 the 86% failure rate was decreased to 22% failure rate with remediation simulation.&nbsp; In Exam 2 the 48% failure rate was decreased to 16% failure rate.&nbsp; Conclusion: Faculty concluded that simulation is a valid teaching strategy to be integrated into nursing curriculum, and is a valuable remediation tool that helps empower nursing students' critical thinking skills. Simulation can impact global nursing education.</td></tr></table>en_GB
dc.date.available2011-10-26T14:23:11Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:23:11Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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