Influence of Collaborative Learning on Clinical Reasoning Skills of Pre-Licensure Nursing Students

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Hdl Handle:
http://hdl.handle.net/10755/316844
Category:
Abstract
Type:
Presentation
Title:
Influence of Collaborative Learning on Clinical Reasoning Skills of Pre-Licensure Nursing Students
Author(s):
Mahaffey Harmon, Michelle
Lead Author STTI Affiliation:
Alpha Kappa-at-Large
Author Details:
Michelle Mahaffey Harmon, PhD, RN, email: cheldeneen@me.com
Abstract:

Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014

In the field of nursing, student-centered learning has been proposed as an effective teaching strategy that could improve student engagement, assist with developing skills to compare and contrast information, analyze and interpret data and solve clinical practice problems, all of which are key in reasoning ability. Nurses must be able to demonstrate sound clinical reasoning skills to augment their educational preparation in providing safe, competent patient care. The purpose of the study was to determine if collaborative activities were effective in improving clinical reasoning skills. A convenience sample of 17 second-year nursing students from one community college who were enrolled in their second medical/surgical clinical rotation participated in the intervention.  Preliminary analyses compared the three groups of nursing students who were assigned to three medical/surgical clinical rotations. The groups’ overall scores and scores on the five domains for the OPT did not differ significant, providing support that clinical reasoning skills of the students in the three groups did not differ in prior to completing the first case study.  A t-test for dependent samples was used to determine if nursing students’ clinical reasoning skills changed significantly from the first week to the final week of the study. Students’ overall scores increased significantly. Although the posttest scores for the five domains were higher than the pretest scores, the differences were not statistically significant. Additional studies should be conducted using different teaching strategies to examine the effect that collaboration has on enhancing clinical reasoning.
Keywords:
Clinical reasoning; collaborative learning; Clinical education
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleInfluence of Collaborative Learning on Clinical Reasoning Skills of Pre-Licensure Nursing Studentsen_GB
dc.contributor.authorMahaffey Harmon, Michelleen_GB
dc.contributor.departmentAlpha Kappa-at-Largeen_GB
dc.author.detailsMichelle Mahaffey Harmon, PhD, RN, email: cheldeneen@me.comen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316844-
dc.description.abstract<p>Poster presented on: Saturday, April 5, 2014, Friday, April 4, 2014</p>In the field of nursing, student-centered learning has been proposed as an effective teaching strategy that could improve student engagement, assist with developing skills to compare and contrast information, analyze and interpret data and solve clinical practice problems, all of which are key in reasoning ability. Nurses must be able to demonstrate sound clinical reasoning skills to augment their educational preparation in providing safe, competent patient care. The purpose of the study was to determine if collaborative activities were effective in improving clinical reasoning skills. A convenience sample of 17 second-year nursing students from one community college who were enrolled in their second medical/surgical clinical rotation participated in the intervention.  Preliminary analyses compared the three groups of nursing students who were assigned to three medical/surgical clinical rotations. The groups’ overall scores and scores on the five domains for the OPT did not differ significant, providing support that clinical reasoning skills of the students in the three groups did not differ in prior to completing the first case study.  A <i>t</i>-test for dependent samples was used to determine if nursing students’ clinical reasoning skills changed significantly from the first week to the final week of the study. Students’ overall scores increased significantly. Although the posttest scores for the five domains were higher than the pretest scores, the differences were not statistically significant. Additional studies should be conducted using different teaching strategies to examine the effect that collaboration has on enhancing clinical reasoning.<b></b>en_GB
dc.subjectClinical reasoningen_GB
dc.subjectcollaborative learningen_GB
dc.subjectClinical educationen_GB
dc.date.available2014-05-13T16:43:48Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:43:48Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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