School Nursing Simulation: An Evidence-based Practice Intervention for Improved Confidence in Health-related School Emergency First-responder Role

2.50
Hdl Handle:
http://hdl.handle.net/10755/581124
Category:
Full-text
Format:
Text-based Document
Type:
DNP Project
Level of Evidence:
Cohort Study
Research Approach:
Mixed/Multi Method Research
Title:
School Nursing Simulation: An Evidence-based Practice Intervention for Improved Confidence in Health-related School Emergency First-responder Role
Author(s):
Cosby, Mariann F.
Advisors:
Fairley, Jo Anna; Runewicz, Jo Ann; Baker, Dian
Abstract:

School nursing practice occurs in an autonomous clinical practice setting in which school nurses function as first-responders to life-threatening school emergencies.  However, a gap in school nursing practice preparation exists due to a lack of pediatric first-responder experience or training.  Following evidence-based school nursing simulation interventions, the current longitudinal descriptive mixed method doctoral project analyzed participants’ self-perceived gains in knowledge, skills, confidence, and integration as measures of clinical and leadership improvements.  The convenience sample of post-licensure registered nurse practicing school nurses (PSN) graduate students (n=37) in California completed pre and post simulation evaluations generated from the Student Assessment of Their Learning Gains (SALG) instrument.  A paired two-tailed t test with a 95% confidence interval resulted in statistically significant findings for all but two of the 40 comparative statements.  The results conveyed simulation should be considered for future learning venues due to the significant impact on school nurses’ confidence, critical reasoning, and clinical judgement.

Keywords:
School Nurses; Emergencies; Simulation
MeSH:
School Nursing; Emergency Responders; Evidence-Based Practice
CINAHL Headings:
Simulations; Confidence
Repository Posting Date:
26-Oct-2015
Date of Publication:
26-Oct-2015
Citation:
Cosby M. F. (2015). School nursing simulation: An evidence-based practice intervention for improved confidence in health-related school emergency first-responder role (Doctoral capstone project). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/581124
Note:
This work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
Grantor:
Capella University
Degree:
DNP
Degree Year:
2015

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typeDNP Projecten
dc.evidence.levelCohort Studyen
dc.research.approachMixed/Multi Method Researchen
dc.titleSchool Nursing Simulation: An Evidence-based Practice Intervention for Improved Confidence in Health-related School Emergency First-responder Roleen_US
dc.contributor.authorCosby, Mariann F.en
dc.contributor.advisorFairley, Jo Annaen
dc.contributor.advisorRunewicz, Jo Annen
dc.contributor.advisorBaker, Dianen
dc.identifier.urihttp://hdl.handle.net/10755/581124en
dc.description.abstract<p>School nursing practice occurs in an autonomous clinical practice setting in which school nurses function as first-responders to life-threatening school emergencies.  However, a gap in school nursing practice preparation exists due to a lack of pediatric first-responder experience or training.  Following evidence-based school nursing simulation interventions, the current longitudinal descriptive mixed method doctoral project analyzed participants’ self-perceived gains in knowledge, skills, confidence, and integration as measures of clinical and leadership improvements.  The convenience sample of post-licensure registered nurse practicing school nurses (PSN) graduate students (n=37) in California completed pre and post simulation evaluations generated from the Student Assessment of Their Learning Gains (SALG) instrument.  A paired two-tailed t test with a 95% confidence interval resulted in statistically significant findings for all but two of the 40 comparative statements.  The results conveyed simulation should be considered for future learning venues due to the significant impact on school nurses’ confidence, critical reasoning, and clinical judgement.</p>en
dc.subjectSchool Nursesen
dc.subjectEmergenciesen
dc.subjectSimulationen
dc.subject.meshSchool Nursingen
dc.subject.meshEmergency Respondersen
dc.subject.meshEvidence-Based Practiceen
dc.subject.cinahlSimulationsen
dc.subject.cinahlConfidenceen
dc.date.available2015-10-26T17:23:13Zen
dc.date.issued2015-10-26en
dc.date.accessioned2015-10-26T17:23:13Zen
dc.identifier.citationCosby M. F. (2015). School nursing simulation: An evidence-based practice intervention for improved confidence in health-related school emergency first-responder role (Doctoral capstone project). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/581124en
dc.identifier.citationCosby M. F. (2015). School nursing simulation: An evidence-based practice intervention for improved confidence in health-related school emergency first-responder role (Doctoral capstone project). Retrieved from http://www.nursinglibrary.org/vhl/handle/10755/581124en
dc.description.noteThis work has been approved through a faculty review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.en
thesis.degree.grantorCapella Universityen
thesis.degree.levelDNPen
thesis.degree.year2015en
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