2.50
Hdl Handle:
http://hdl.handle.net/10755/308479
Category:
Abstract
Type:
Presentation
Title:
The Development of the Simulation Thinking Rubric
Author(s):
Doolen, Jessica
Lead Author STTI Affiliation:
Zeta Kappa
Author Details:
Jessica Doolen, PhD, FNP-C, RN, jessica.doolen@unlv.edu
Abstract:

Session presented on: Sunday, November 17, 2013

Purpose: This study sought to establish the psychometric properties of a theoretically based instrument, the Simulation Thinking Rubric (STR) that might be utilized to assess first semester junior year undergraduate nursing student’s cognitive developmental stage of higher order thinking (HOT) during high fidelity simulation (HFS).

Design: Non-experimental methodological study.

Method: A convenience sample of 22 first semester and 22 fourth semester undergraduate nursing students agreed to participate in a HFS scenario to allow six trained raters to score the STR for psychometric testing. Procedures included a content validity index, criterion related validity, a factor analysis, tests of internal consistency and inter-rater reliability.

Results: A content validity index of .97 indicated the STR had content validity. A factor analysis produced four principle components that did not represent each of the four stages of cognitive development of HOT. A one way analysis of variance indicated there was not statistically significant but did show a large effect size. The effect size (n2 =.21) showed a difference in the cognitive developmental stage of HOT between first and fourth semester BSN students. A Cronbach’s alpha of .74 provided weak evidence that the STR was measuring the concept of HOT in four cognitive developmental stages.

Conclusion: The psychometric testing of the STR did not provide strong statistical evidence of validity or reliability. Also, the STR’s measurement of the four stages of cognitive development of HOT did not hold up under testing. The knowledge gained from this study might assist other researchers in avoiding the same limitations in developing theoretically based HFS instrumentation.

Recommendations: Globally, more research is needed to develop theoretically based instruments for use in measuring cognitive gains in undergraduate nursing students due to HFS. With a reliable and valid theoretically sound instrument implementation of HFS activities will be founded on evidence based research. (297)

Keywords:
High Fidelity Simulation; Learning Theory; Instrument
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleThe Development of the Simulation Thinking Rubricen_GB
dc.contributor.authorDoolen, Jessicaen_GB
dc.contributor.departmentZeta Kappaen_GB
dc.author.detailsJessica Doolen, PhD, FNP-C, RN, jessica.doolen@unlv.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308479-
dc.description.abstract<p>Session presented on: Sunday, November 17, 2013</p><p><b>Purpose</b>: This study sought to establish the psychometric properties of a theoretically based instrument, the Simulation Thinking Rubric (STR) that might be utilized to assess first semester junior year undergraduate nursing student’s cognitive developmental stage of higher order thinking (HOT) during high fidelity simulation (HFS). <p><b>Design</b>: Non-experimental methodological study. <p><b>Method:</b> A convenience sample of 22 first semester and 22 fourth semester undergraduate nursing students agreed to participate in a HFS scenario to allow six trained raters to score the STR for psychometric testing. Procedures included a content validity index, criterion related validity, a factor analysis, tests of internal consistency and inter-rater reliability. <p><b>Results</b>: A content validity index of .97 indicated the STR had content validity. A factor analysis produced four principle components that did not represent each of the four stages of cognitive development of HOT. A one way analysis of variance indicated there was not statistically significant but did show a large effect size. The effect size (n<sup>2</sup> =.21) showed a difference in the cognitive developmental stage of HOT between first and fourth semester BSN students. A Cronbach’s alpha of .74 provided weak evidence that the STR was measuring the concept of HOT in four cognitive developmental stages. <p><b>Conclusion:</b> The psychometric testing of the STR did not provide strong statistical evidence of validity or reliability. Also, the STR’s measurement of the four stages of cognitive development of HOT did not hold up under testing. The knowledge gained from this study might assist other researchers in avoiding the same limitations in developing theoretically based HFS instrumentation. <p><b>Recommendations: </b>Globally,<b> </b>more research is needed to develop theoretically based instruments for use in measuring cognitive gains in undergraduate nursing students due to HFS. With a reliable and valid theoretically sound instrument implementation of HFS activities will be founded on evidence based research. (297)en_GB
dc.subjectHigh Fidelity Simulationen_GB
dc.subjectLearning Theoryen_GB
dc.subjectInstrumenten_GB
dc.date.available2013-12-19T17:31:53Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:31:53Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
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