2.50
Hdl Handle:
http://hdl.handle.net/10755/304372
Category:
Full-text
Type:
Presentation
Title:
Clinical Judgment and Transfer of Learning from Simulation
Author(s):
Johnson, Elizabeth; Ravert, Patricia K.; Lasater, Kathie; Rink, Doris
Lead Author STTI Affiliation:
Beta Rho
Author Details:
Elizabeth Johnson, PhD, RN, eajohnson@bsu.edu; Patricia K. Ravert, PhD, RN, ANEF, FAAN; Kathie Lasater, EdD, RN, ANEF; Doris Rink, MSN, RN;
Abstract:

Session presented on: Friday, July 26, 2013

Purpose: An international multi-site mixed methods study was conducted at five nursing programs to determine the effect of expert role modeling as described by Bandura on nursing students' clinical judgment in the care of a geriatric surgical patient. Qualitative findings reported here expand upon significant between-group findings regarding the effect of an expert role model on students' clinical judgment and explore the question of transfer of learning from simulation to bedside.'

Methods: Immediately after the simulation, students from treatment and control groups (N = 275) responded to guided reflection questions based on the 11 dimensions of the Lasater Clinical Judgment Rubric. After caring for an older adult surgical patient, a subset (N = 134) reflected on the same questions plus one question addressing transfer of learning.' Data were reviewed using thematic and content analysis. Consensus was reached through group discussion and verified by each researcher.

Results: Differences between groups were most noticeable immediately after the simulation. Themes from students exposed to modeling included (a) decreased anxiety and (b) having a frame of reference for care. The treatment group had a higher level of noticing and described more of a calm/confident manner. Both groups were empathetic, but indicators of ageism were present. Developmentally, students were unsure how to proceed or how to evaluate their care against standards. In 4-week data, minimal differences between treatment and control group reflections were found. Notable themes included: (a) increased awareness of priorities, (b) confidence, and (c) transfer of learning from simulation to clinical practice. Their actions were informed by strategies including simulation and role modeling.

Conclusion: Qualitative data suggest that simulation and role modeling contribute to clinical judgment development and provide early evidence for transfer of learning from laboratory to bedside. Findings provide direction for further exploration of intentional role modeling to facilitate student development.

Keywords:
role modeling; clinical judgment; simulation
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013 ; 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.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleClinical Judgment and Transfer of Learning from Simulationen
dc.contributor.authorJohnson, Elizabethen
dc.contributor.authorRavert, Patricia K.en
dc.contributor.authorLasater, Kathieen
dc.contributor.authorRink, Dorisen
dc.contributor.departmentBeta Rhoen
dc.author.detailsElizabeth Johnson, PhD, RN, eajohnson@bsu.edu; Patricia K. Ravert, PhD, RN, ANEF, FAAN; Kathie Lasater, EdD, RN, ANEF; Doris Rink, MSN, RN;en
dc.identifier.urihttp://hdl.handle.net/10755/304372-
dc.description.abstract<p>Session presented on: Friday, July 26, 2013</p><b>Purpose: </b>An international multi-site mixed methods study was conducted at five nursing programs to determine the effect of expert role modeling as described by Bandura on nursing students' clinical judgment in the care of a geriatric surgical patient. Qualitative findings reported here expand upon significant between-group findings regarding the effect of an expert role model on students' clinical judgment and explore the question of transfer of learning from simulation to bedside.' <p><b>Methods: </b>Immediately after the simulation, students from treatment and control groups (N = 275) responded to guided reflection questions based on the 11 dimensions of the Lasater Clinical Judgment Rubric. After caring for an older adult surgical patient, a subset (N = 134) reflected on the same questions plus one question addressing transfer of learning.' Data were reviewed using thematic and content analysis. Consensus was reached through group discussion and verified by each researcher. <p><b>Results: </b>Differences between groups were most noticeable immediately after the simulation. Themes from students exposed to modeling included (a) decreased anxiety and (b) having a frame of reference for care. The treatment group had a higher level of noticing and described more of a calm/confident manner. Both groups were empathetic, but indicators of ageism were present. Developmentally, students were unsure how to proceed or how to evaluate their care against standards. In 4-week data, minimal differences between treatment and control group reflections were found. Notable themes included: (a) increased awareness of priorities, (b) confidence, and (c) transfer of learning from simulation to clinical practice. Their actions were informed by strategies including simulation and role modeling. <p><b>Conclusion: </b>Qualitative data suggest that simulation and role modeling contribute to clinical judgment development and provide early evidence for transfer of learning from laboratory to bedside. Findings provide direction for further exploration of intentional role modeling to facilitate student development.en
dc.subjectrole modelingen
dc.subjectclinical judgmenten
dc.subjectsimulationen
dc.date.available2013-10-22T20:34:33Z-
dc.date.issued2013-10-22-
dc.date.issued2013-10-22en
dc.date.accessioned2013-10-22T20:34:33Z-
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
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