Adding Up to Patient Safety: Utilizing Simulation as an Educational Strategy to Enhance Dosage Calculation Skills in Fundamental Level Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/304233
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Adding Up to Patient Safety: Utilizing Simulation as an Educational Strategy to Enhance Dosage Calculation Skills in Fundamental Level Nursing Students
Author(s):
Huse, Jaclynn S.
Lead Author STTI Affiliation:
Rho Iota
Author Details:
Jaclynn S. Huse, PhD, RN, CNE, jhuse@southern.edu
Abstract:
Session presented on: Monday, July 22, 2013: Purpose: The purpose of this 2012 study was to determine the effectiveness of implementing Polya's Four Phases of Problem-Solving into simulation in order to evaluate mean dosage calculation test scores and self-perceived judgment in dosage calculation skills in fundamental nursing students. In addition, levels of satisfaction, self-confidence in learning, best educational practices, and satisfaction with the simulation design were measured utilizing the NLN 5-point Likert scaled tools. Methods: A quantitative pre-test/post-test design was utilized to measure the effectiveness of high-fidelity simulation on an intact group of fundamental AS level nursing students (n = 77). Results: Results revealed that fundamental students performed significantly better on the post-test (m = 8.77, sd = 0.83) than the pre-test (m = 6.60, sd = 19.4) after attending a simulation experiment (t(76) = -10.561, p < .000). Dosage calculation items that were perceived to be highly illogical-neutral were more likely to be incorrect, however, these items were significantly improved by the post-test. Students were satisfied with the simulation experience (m = 4.55, sd = 0.531) and felt confident that they were learning skills needed to perform safely in a clinical setting (m = 4.32, sd = 0.520). Students agreed that the educational best practices of active learning, collaboration, diverse ways of learning, and high expectations (m = 4.26, sd = 0.596) were met. Evaluation of the simulation design revealed that students agreed that objectives and information were clearly given and met, they felt supported during the learning process, problem-solving skills were enhanced, feedback and guided reflection aided in the learning process, and the scenario resembled real life (m = 4.41, sd = 0.513). Conclusion: Students were able to significantly increase their dosage calculation scores in a learning environment that they found to be satisfying, realistic, and beneficial to the development of problem-solving and judgment skills.
Keywords:
Dosage calculation skills; Simulation; Education
Repository Posting Date:
22-Oct-2013
Date of Publication:
10
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:
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleAdding Up to Patient Safety: Utilizing Simulation as an Educational Strategy to Enhance Dosage Calculation Skills in Fundamental Level Nursing Studentsen
dc.contributor.authorHuse, Jaclynn S.en
dc.contributor.departmentRho Iotaen
dc.author.detailsJaclynn S. Huse, PhD, RN, CNE, jhuse@southern.eduen
dc.identifier.urihttp://hdl.handle.net/10755/304233-
dc.description.abstractSession presented on: Monday, July 22, 2013: Purpose: The purpose of this 2012 study was to determine the effectiveness of implementing Polya's Four Phases of Problem-Solving into simulation in order to evaluate mean dosage calculation test scores and self-perceived judgment in dosage calculation skills in fundamental nursing students. In addition, levels of satisfaction, self-confidence in learning, best educational practices, and satisfaction with the simulation design were measured utilizing the NLN 5-point Likert scaled tools. Methods: A quantitative pre-test/post-test design was utilized to measure the effectiveness of high-fidelity simulation on an intact group of fundamental AS level nursing students (n = 77). Results: Results revealed that fundamental students performed significantly better on the post-test (m = 8.77, sd = 0.83) than the pre-test (m = 6.60, sd = 19.4) after attending a simulation experiment (t(76) = -10.561, p < .000). Dosage calculation items that were perceived to be highly illogical-neutral were more likely to be incorrect, however, these items were significantly improved by the post-test. Students were satisfied with the simulation experience (m = 4.55, sd = 0.531) and felt confident that they were learning skills needed to perform safely in a clinical setting (m = 4.32, sd = 0.520). Students agreed that the educational best practices of active learning, collaboration, diverse ways of learning, and high expectations (m = 4.26, sd = 0.596) were met. Evaluation of the simulation design revealed that students agreed that objectives and information were clearly given and met, they felt supported during the learning process, problem-solving skills were enhanced, feedback and guided reflection aided in the learning process, and the scenario resembled real life (m = 4.41, sd = 0.513). Conclusion: Students were able to significantly increase their dosage calculation scores in a learning environment that they found to be satisfying, realistic, and beneficial to the development of problem-solving and judgment skills.en
dc.subjectDosage calculation skillsen
dc.subjectSimulationen
dc.subjectEducationen
dc.date.available2013-10-22T20:31:47Z-
dc.date.issued10/22/2013-
dc.date.accessioned2013-10-22T20:31:47Z-
dc.conference.date2013en
dc.conference.name24th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationPrague, Czech Republicen
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en
dc.description.noteItems submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.en
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