2.50
Hdl Handle:
http://hdl.handle.net/10755/304530
Category:
Full-text
Type:
Presentation
Title:
Enhancing Clinical Reasoning: Teaching Thinking Through Debriefing
Author(s):
Forneris, Susan G.; Neal, Diana Odland; Meyer, Heidi; Tiffany, Jone; Myers, Lynnea; Pivec, Cynthia R.; Kuehn, Mary Beth; Blazovich, Linda
Lead Author STTI Affiliation:
Chi
Author Details:
Susan Forneris, PhD, RN, CNE, CRRN, CCM, sgforneris@stkate.edu; Diana Odland Neal, PhD, RN; Heidi Meyer, MSN, RN; Jone Tiffany, DNP, MA, RNC; Lynnea Myers, MSN, RN, PHN, CPNP; Cynthia R. Pivec, MA, RN, CNE; Mary Beth Kuehn, EdD, RN, PHN; Linda Blazovich, DNP, RN, CNE;
Abstract:

Session presented on: Monday, July 22, 2013

Purpose:

How nurses are educated to think in practice is receiving well-deserved attention calling for the need for innovative and transformative strategies that guide nurses in the use of nursing knowledge and science. Guiding thinking to assist novice nurses to better infer meaning and apply clinical reasoning across contexts is an important teaching strategy.' The overall purpose of this multi-site pilot study was to implement a debriefing strategy to determine its impact on clinical reasoning skills with undergraduate nursing students across four different colleges of nursing.' This study replicates Dreifuerst's original study using a reflective debriefing model to enhance clinical reasoning.' '

'Methods:

A quasi-experimental, pre-test-post-test, repeated measure, research design was used in this pilot study to evaluate student nurses' clinical reasoning in simulation using the Debriefing for Meaningful Learning (DML) model. A convenience sample of 30 second year baccalaureate nursing students was the purposive, target population for this research. Students participated in a geriatric nursing simulation using the National League for Nursing's (NLN) Advancing Care Excellence for Seniors (ACES) simulation scenario.' Clinical reasoning was measured through the Health Sciences Reasoning Test (HSRT). '

Results:

The original study findings illustrated statistical significance in the change in HSRT scores between pre-test and post-test. Results of the current study are being compiled and analyzed. It is anticipated that the findings will demonstrate a positive change in clinical reasoning skills with use of the DML debriefing model. '

Conclusion:

Enhancing the effectiveness of teaching strategies that guide students thinking and clinical reasoning becomes clear ' guide student thinking within the context of care.' Teaching thinking through reflection and debriefing has been shown to create a positive change in clinical reasoning skills.' Replication of these findings will support the utility of the reflective debriefing model adding to the nursing literature on effective teaching strategies that enhance clinical reasoning.

Keywords:
Debriefing; Clinical Reasoning; 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.titleEnhancing Clinical Reasoning: Teaching Thinking Through Debriefingen
dc.contributor.authorForneris, Susan G.en
dc.contributor.authorNeal, Diana Odlanden
dc.contributor.authorMeyer, Heidien
dc.contributor.authorTiffany, Joneen
dc.contributor.authorMyers, Lynneaen
dc.contributor.authorPivec, Cynthia R.en
dc.contributor.authorKuehn, Mary Bethen
dc.contributor.authorBlazovich, Lindaen
dc.contributor.departmentChien
dc.author.detailsSusan Forneris, PhD, RN, CNE, CRRN, CCM, sgforneris@stkate.edu; Diana Odland Neal, PhD, RN; Heidi Meyer, MSN, RN; Jone Tiffany, DNP, MA, RNC; Lynnea Myers, MSN, RN, PHN, CPNP; Cynthia R. Pivec, MA, RN, CNE; Mary Beth Kuehn, EdD, RN, PHN; Linda Blazovich, DNP, RN, CNE;en
dc.identifier.urihttp://hdl.handle.net/10755/304530-
dc.description.abstract<p>Session presented on: Monday, July 22, 2013</p><b>Purpose: </b><b></b><p>How<b> </b>nurses are educated to think in practice is receiving well-deserved attention calling for the need for innovative and transformative strategies that guide<i> </i>nurses in the use of nursing knowledge and science. Guiding thinking to assist novice nurses to better infer meaning and apply clinical reasoning across contexts is an important teaching strategy.' The overall purpose of this multi-site pilot study was to implement a debriefing strategy to determine its impact on clinical reasoning skills with undergraduate nursing students across four different colleges of nursing.' This study replicates Dreifuerst's original study using a reflective debriefing model to enhance clinical reasoning.' ' <p>'<b>Methods: </b> <p>A quasi-experimental, pre-test-post-test, repeated measure, research design was used in this pilot study to evaluate student nurses' clinical reasoning in simulation using the Debriefing for Meaningful Learning (DML) model. A convenience sample of 30 second year baccalaureate nursing students was the purposive, target population for this research. Students participated in a geriatric nursing simulation using the National League for Nursing's (NLN) Advancing Care Excellence for Seniors (ACES) simulation scenario.' Clinical reasoning was measured through the Health Sciences Reasoning Test (HSRT). ' <p><b>Results: </b> <p>The original study findings illustrated statistical significance in the change in HSRT scores between pre-test and post-test. Results of the current study are being compiled and analyzed. It is anticipated that the findings will demonstrate a positive change in clinical reasoning skills with use of the DML debriefing model. ' <p><b>Conclusion: </b><i></i><p>Enhancing the effectiveness of teaching strategies that guide students thinking and clinical reasoning becomes clear ' <i>guide student thinking within the context of care.' </i>Teaching thinking through reflection and debriefing has been shown to create a positive change in clinical reasoning skills.' Replication of these findings will support the utility of the reflective debriefing model adding to the nursing literature on effective teaching strategies that enhance clinical reasoning.en
dc.subjectDebriefingen
dc.subjectClinical Reasoningen
dc.subjectSimulationen
dc.date.available2013-10-22T20:38:06Z-
dc.date.issued2013-10-22-
dc.date.issued2013-10-22en
dc.date.accessioned2013-10-22T20:38:06Z-
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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