Improving Student Health Assessment Skills in First Year Nursing Students: A Study Looking at an Alternative Approach

2.50
Hdl Handle:
http://hdl.handle.net/10755/304066
Category:
Abstract
Type:
Presentation
Title:
Improving Student Health Assessment Skills in First Year Nursing Students: A Study Looking at an Alternative Approach
Author(s):
Bornais, Judy A. K.; El-Masri, Maher M.
Lead Author STTI Affiliation:
Tau Upsilon
Author Details:
Judy A. K. Bornais, RN, BA, BScN, MSc, jbornais@uwindsor.ca; Maher M. El-Masri, RN, PhD;
Abstract:

Poster presented on: Wednesday, July 24, 2013, Thursday, July 25, 2013

Purpose:

 While the use of standardized patients is a well-established approach in medicine, it is relatively new to nursing education. The purpose of this study was to compare health assessment skills performance between students who practice on standardized patients and those who practiced using traditional health assessment approach. 

Methods:

 A pretest-posttest, randomized control group design was conducted on a convenience sample of 108 first year undergraduate Baccalaureate nursing students.  Study participants were recruited from a university and a community college collaborative nursing program in Ontario, Canada.

Results:

 Our results suggested that using standardized patients, as compared to traditional approach, for teaching in health assessment labs resulted in a significant difference in students Objective Structured Clinical Examinations (OSCE) mean scores.  The results on students theoretical mean scores were however not statistically different between the two groups.

Conclusion:

The findings suggest that the use of an alternative approach to teaching health assessment can enhance students’ health assessment skills.

Keywords:
health assessment; standardized patients; education
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleImproving Student Health Assessment Skills in First Year Nursing Students: A Study Looking at an Alternative Approachen_GB
dc.contributor.authorBornais, Judy A. K.en_GB
dc.contributor.authorEl-Masri, Maher M.en_GB
dc.contributor.departmentTau Upsilonen_GB
dc.author.detailsJudy A. K. Bornais, RN, BA, BScN, MSc, jbornais@uwindsor.ca; Maher M. El-Masri, RN, PhD;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/304066-
dc.description.abstract<p>Poster presented on: Wednesday, July 24, 2013, Thursday, July 25, 2013</p><b>Purpose: </b> <p> While the use of standardized patients is a well-established approach in medicine, it is relatively new to nursing education. The purpose of this study was to compare health assessment skills performance between students who practice on standardized patients and those who practiced using traditional health assessment approach.  <p><b>Methods: </b> <p> A pretest-posttest, randomized control group design was conducted on a convenience sample of 108 first year undergraduate Baccalaureate nursing students.  Study participants were recruited from a university and a community college collaborative nursing program in Ontario, Canada. <p><b>Results: </b> <p> Our results suggested that using standardized patients, as compared to traditional approach, for teaching in health assessment labs resulted in a significant difference in students Objective Structured Clinical Examinations (OSCE) mean scores.  The results on students theoretical mean scores were however not statistically different between the two groups. <p><b>Conclusion: </b> <p>The findings suggest that the use of an alternative approach to teaching health assessment can enhance students’ health assessment skills.en_GB
dc.subjecthealth assessmenten_GB
dc.subjectstandardized patientsen_GB
dc.subjecteducationen_GB
dc.date.available2013-10-22T20:28:35Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:28:35Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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