The Effect of Simulation Courseware on Critical Thinking in Undergraduate Nursing Students: Multi-Site Pre-Post Study

2.50
Hdl Handle:
http://hdl.handle.net/10755/602928
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
The Effect of Simulation Courseware on Critical Thinking in Undergraduate Nursing Students: Multi-Site Pre-Post Study
Other Titles:
Use of Simulation in Undergraduate Nursing Education [Session]
Author(s):
Shin, Hyunsook; Shim, Kaka; Lee, Yuna; Ma, Hyunhee; Lim, Dahae; Kim, Hyojin; Kim, Hyejin; Shim, Kaka; Lee, Yuna; Ma, Hyunhee; Lim, Dahae; Kim, Hyojin; Kim, Hyejin
Lead Author STTI Affiliation:
Lambda Alpha-at-Large
Author Details:
Hyunsook Shin, PhD, RN, CPNP, hsshin@khu.ac.kr; Kaka Shim, MSN; Yuna Lee, MSN; Hyunhee Ma, MSN; Dahae Lim, BSN; Hyojin Kim, BSN; Hyejin Kim, BSN
Abstract:
Session presented on Saturday, November 7, 2015: Background: The use of simulations has been considered as opportunities for students to enhance their critical thinking(CT), but previous studies were limited becasue they did not provide in-depth information on the working dynamics of simulation or on the effects of the number of simulation exposures on CT. Objectives: This study examined the effect of an integrated pediatric nursing simulation used in a nursing practicum on students' CT abilities and identified the effects of differing numbers of simulation exposures on CT in a multi-site environment. Design: The study used a multi-site, pre-test, post-test design. Participants and settings:A total of 237 nursing students at three universities enrolled in a pediatric practicum participated in this study from February to December 2013. Methods: All three schools used the same simulation courseware, including the same simulation scenarios, evaluation tools, and simulation equipment. The courseware incorporated high-fidelity simulators and standardized pateints. Students at school A completed one simulation session, whereas students at school B and C completed two and three simulation sessions, respectively. Yoon's Critical Thinking Disposition tool(2008) was used to measure students' CT abilities. Results: The gains in students' CT scores varied according to their numbers of exposures to the simulation courseware. With a single exposure, there were no statistically significant gains in CT, whereas three exposures to the courseware produced significant gains in CT. In seven subcategories of critical thinking, three exposures to the simulation courseware produced CT gains in the prudence and intellectual eagerness subcategories, and the overall simulation experience produced CT gains in the prudence, systematicity, healthy skepticism, and intellectual eagerness subcategories. Conclusions: Simulation course ware may produce positive learning outcomes for prudence in nursing education. In addition, the findings from the multi-site comparative study may contribute to greater understanding of how patient simulation experiences impact students' CT abilities.
Keywords:
Clinical Judgment; Critical thinking; Patient simulation
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15A18
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleThe Effect of Simulation Courseware on Critical Thinking in Undergraduate Nursing Students: Multi-Site Pre-Post Studyen
dc.title.alternativeUse of Simulation in Undergraduate Nursing Education [Session]en
dc.contributor.authorShin, Hyunsooken
dc.contributor.authorShim, Kakaen
dc.contributor.authorLee, Yunaen
dc.contributor.authorMa, Hyunheeen
dc.contributor.authorLim, Dahaeen
dc.contributor.authorKim, Hyojinen
dc.contributor.authorKim, Hyejinen
dc.contributor.authorShim, Kakaen
dc.contributor.authorLee, Yunaen
dc.contributor.authorMa, Hyunheeen
dc.contributor.authorLim, Dahaeen
dc.contributor.authorKim, Hyojinen
dc.contributor.authorKim, Hyejinen
dc.contributor.departmentLambda Alpha-at-Largeen
dc.author.detailsHyunsook Shin, PhD, RN, CPNP, hsshin@khu.ac.kr; Kaka Shim, MSN; Yuna Lee, MSN; Hyunhee Ma, MSN; Dahae Lim, BSN; Hyojin Kim, BSN; Hyejin Kim, BSNen
dc.identifier.urihttp://hdl.handle.net/10755/602928en
dc.description.abstractSession presented on Saturday, November 7, 2015: Background: The use of simulations has been considered as opportunities for students to enhance their critical thinking(CT), but previous studies were limited becasue they did not provide in-depth information on the working dynamics of simulation or on the effects of the number of simulation exposures on CT. Objectives: This study examined the effect of an integrated pediatric nursing simulation used in a nursing practicum on students' CT abilities and identified the effects of differing numbers of simulation exposures on CT in a multi-site environment. Design: The study used a multi-site, pre-test, post-test design. Participants and settings:A total of 237 nursing students at three universities enrolled in a pediatric practicum participated in this study from February to December 2013. Methods: All three schools used the same simulation courseware, including the same simulation scenarios, evaluation tools, and simulation equipment. The courseware incorporated high-fidelity simulators and standardized pateints. Students at school A completed one simulation session, whereas students at school B and C completed two and three simulation sessions, respectively. Yoon's Critical Thinking Disposition tool(2008) was used to measure students' CT abilities. Results: The gains in students' CT scores varied according to their numbers of exposures to the simulation courseware. With a single exposure, there were no statistically significant gains in CT, whereas three exposures to the courseware produced significant gains in CT. In seven subcategories of critical thinking, three exposures to the simulation courseware produced CT gains in the prudence and intellectual eagerness subcategories, and the overall simulation experience produced CT gains in the prudence, systematicity, healthy skepticism, and intellectual eagerness subcategories. Conclusions: Simulation course ware may produce positive learning outcomes for prudence in nursing education. In addition, the findings from the multi-site comparative study may contribute to greater understanding of how patient simulation experiences impact students' CT abilities.en
dc.subjectClinical Judgmenten
dc.subjectCritical thinkingen
dc.subjectPatient simulationen
dc.date.available2016-03-21T16:39:40Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:39:40Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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