2.50
Hdl Handle:
http://hdl.handle.net/10755/158746
Type:
Presentation
Title:
Selected Outcomes Based on Teaching Strategies Using Simulation
Abstract:
Selected Outcomes Based on Teaching Strategies Using Simulation
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2009
Author:Swanson, Liz, PhD
P.I. Institution Name:University of Iowa
Title:College of Nursing
Contact Address:50 Newton Road, Iowa City, IA, 52242, USA
Contact Telephone:319-335-7006
Co-Authors:L. Swanson , T. Boese , E. Cram, A. Stineman , D. Thomas , College of Nursing , University of Iowa , Iowa City , IA; A. Nicholson, Nursing , Coe College , Cedar Rapids , IA;
This quasi-experimental pilot compared 3 clinical teaching strategies: Case based learning; Simulation with reflection; and Simulation with narrative pedagogy and reflection. Outcomes measured were: performance of intervention activities, retention of intervention activities, student self-confidence and satisfaction, attitudes toward educational practices. Prior to the teaching strategy, students listened to lecture. Students were randomly assigned to one of the three teaching groups and completed the Demographic Questionnaire, Follow-up Questionnaire, Student Satisfaction and Self-Confidence in Learning Questionnaire and Educational Practices Questionnaire. One week after the completion of the teaching, all students participated in an individualized performance cardiac scenario in which they performed nursing intervention activities using a high-fidelity mannequin. Students' performances were digitally recorded. DVDs were scored using a performance demonstration rubric. Comparisons across the researchers served as a basis for inter-rater reliability. Six weeks later, students participated in a second retention individualized performance scenario that was digitally recorded. The rubric scoring and inter-rater reliability were documented in the same manner. Then students completed the Follow-up questionnaire. The researchers used a Student Performance Demonstration Rubric which consisted of a checklist (0-1) of essential care elements for caring a patient experiencing a myocardial infarction. Results: Twenty-eight students out of 37 participated the study, with a predominately female (20) and Caucasian (26). Rubric inter-rater reliability revealed an alpha coefficient of .927 for the two researcher scores and intraclass correlations coefficient = .884, f = 23.805, p = .000 for all three researcher scores. ANOVA revealed there were no significant differences in groups for students' first and second performance demonstrations as measured by rubric scores and for the Student Satisfaction and Self-Confidence in Learning Questionnaire. While the Educational Practices Questionnaire did reveal significant differences among the groups. In addition, issues faced in the research study will be presented.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleSelected Outcomes Based on Teaching Strategies Using Simulationen_GB
dc.identifier.urihttp://hdl.handle.net/10755/158746-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Selected Outcomes Based on Teaching Strategies Using Simulation</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</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">Swanson, Liz, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">University of Iowa</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">College of Nursing</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">50 Newton Road, Iowa City, IA, 52242, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">319-335-7006</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">elizabeth-swanson@uiowa.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">L. Swanson , T. Boese , E. Cram, A. Stineman , D. Thomas , College of Nursing , University of Iowa , Iowa City , IA; A. Nicholson, Nursing , Coe College , Cedar Rapids , IA;</td></tr><tr><td colspan="2" class="item-abstract">This quasi-experimental pilot compared 3 clinical teaching strategies: Case based learning; Simulation with reflection; and Simulation with narrative pedagogy and reflection. Outcomes measured were: performance of intervention activities, retention of intervention activities, student self-confidence and satisfaction, attitudes toward educational practices. Prior to the teaching strategy, students listened to lecture. Students were randomly assigned to one of the three teaching groups and completed the Demographic Questionnaire, Follow-up Questionnaire, Student Satisfaction and Self-Confidence in Learning Questionnaire and Educational Practices Questionnaire. One week after the completion of the teaching, all students participated in an individualized performance cardiac scenario in which they performed nursing intervention activities using a high-fidelity mannequin. Students' performances were digitally recorded. DVDs were scored using a performance demonstration rubric. Comparisons across the researchers served as a basis for inter-rater reliability. Six weeks later, students participated in a second retention individualized performance scenario that was digitally recorded. The rubric scoring and inter-rater reliability were documented in the same manner. Then students completed the Follow-up questionnaire. The researchers used a Student Performance Demonstration Rubric which consisted of a checklist (0-1) of essential care elements for caring a patient experiencing a myocardial infarction. Results: Twenty-eight students out of 37 participated the study, with a predominately female (20) and Caucasian (26). Rubric inter-rater reliability revealed an alpha coefficient of .927 for the two researcher scores and intraclass correlations coefficient = .884, f = 23.805, p = .000 for all three researcher scores. ANOVA revealed there were no significant differences in groups for students' first and second performance demonstrations as measured by rubric scores and for the Student Satisfaction and Self-Confidence in Learning Questionnaire. While the Educational Practices Questionnaire did reveal significant differences among the groups. In addition, issues faced in the research study will be presented.</td></tr></table>en_GB
dc.date.available2011-10-26T21:21:22Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T21:21:22Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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