The Effect of Simulated Tutorials on Clinical Competency for Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/603862
Category:
Full-text
Type:
Poster
Title:
The Effect of Simulated Tutorials on Clinical Competency for Nursing Students
Author(s):
Ericson, Kendra
Lead Author STTI Affiliation:
Lambda Phi
Author Details:
Kendra Ericson, RN, kmemr2@mail.umkc.edu
Abstract:

This item is part of a CNE course. The material is freely available in the Henderson Repository. The CNE course (and associated fee, if any) is not part of the Henderson Repository. To access the course please click on the applicable link on the CNE collection homepage: http://www.nursinglibrary.org/vhl/handle/10755/620073. Note the start and end dates for the course. If the links to the CNE collection homepage or course are invalid, the course has ended. The item record and file will remain as a permanent entry in the repository in its original collection.

Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Background and Significance: The impact of a new graduate nurse (NGRN) leaving employment within the first year costs a hospital system around $40,000 per year and contributes to a decrease in staffing and patient care outcomes (Fink, Krugman, Casey, & Goode, 2008). Job turnover rates of NGRNs are between 30-50% within their first year of employment due to work demands, workloads, incivility, lack of confidence in nursing skills, and inadequate knowledge of managing multiple patient conditions (Institute of Medicine, IOM, 2010). Regulatory administrators are pushing nursing educators to explore new educational pedagogies to enhance the preparatory learning process for the student nurse and improve retention of the NGRN. Benner (1984) stages of clinical competency provide a framework for this study on the phases of learning through formal training, policy adherence, application, and synthesis of a novice nurse. The preceptorship experience has been identified in the research as an educational modality that allows students to gain workplace experience, autonomy to the nursing role, and promote management of patient care through the development of clinical competency skills (Benner, Sutphen, Leonard, & Day, 2010; IOM, 2010.). The long-term goal of this project is to assist nursing educators with an innovated teaching modality (simulated clinical skills tutorials, SCST) that produces a sound, competent, generalist graduate nurse able to function independently as a registered nurse through demonstrated competency on the NCLEX-RN. Specific Aims and Research Question: The primary objective of this study is to assess a research-based intervention (SCST) to bridge the academic – clinical practice gap. This objective will examine the effects of the SCST intervention used in a preceptorship experience on student competency, preceptorship outcomes, and NCLEX-RN pass-rates compared to a traditional preceptorship experience with no SCST intervention. Research Question: What is the effect of simulated tutorials on clinical competency for nursing students? It is hypothesized that the comparison group receiving an additional teaching modality that incorporates psychomotor, affective and cognitive skills (Shepard, 2014) during their preceptorship experience will demonstrate improved clinical competency, course outcomes, and higher NCLEX-RN scores than the comparison group. The implementation of SCST has a minimal program cost compared to the financial loss of high turnover rates within the first year of practice for NGRNs. Identified aims of this study include: Aim #1:  Using a quasi-experimental design, with data collected longitudinally, to determine the effect of the SCST intervention, used in conjunction with a preceptorship experience, has on student competency, perception of the intervention, and NCLEX-RN pass-rates in Iowa community colleges. Rationale and Approach: Study findings aim to aid academia and practice leaders-educators with tangible data that can assist in the development of teaching resources and remedial support to secure and sustain a novice workforce. The 2014 State of Iowa NCLEX-RN pass-rate were 4% lower than the national average pass-rates. State initiatives seek to improve Iowa’s nursing students’ performance on the NCLEX-RN exam to ensure a state nursing workforce able to provide competent care to the community populations. Aim #2: Identify psychomotor, affective, and cognitive skills themes in the student nurse preceptorship experience. Rationale and Approach: Students psychomotor skills will be assessed through the preceptorship outcomes and course evaluation. Affective skills will be measured using the Casey-Fink Readiness for Practice Survey (2008) assessing students’ comfort/confidence with practice skills. Cognitive skills will be reported from the (NCLEX-RN) results. This study will aid in the identified education to practice gap of job related skills acquisition of the student nurse during the preceptorship experience to promote improved patient outcomes as a result of a clinical competent NGRN entering the workforce (Benner et al., 2010; Shepard, 2014; Wolff, Regan, Pesut, & Black, 2010).
Keywords:
Clinical Competency; Academic – Practice Gap; Student Outcomes
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16PST26
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleThe Effect of Simulated Tutorials on Clinical Competency for Nursing Studentsen
dc.contributor.authorEricson, Kendraen
dc.contributor.departmentLambda Phien
dc.author.detailsKendra Ericson, RN, kmemr2@mail.umkc.eduen
dc.identifier.urihttp://hdl.handle.net/10755/603862en
dc.description.abstract<p><font color="red"><em>This item is part of a CNE course. The material is freely available in the Henderson Repository. The CNE course (and associated fee, if any) is not part of the Henderson Repository. To access the course please click on the applicable link on the CNE collection homepage: <a href="http://www.nursinglibrary.org/vhl/handle/10755/620073" target="_blank"> http://www.nursinglibrary.org/vhl/handle/10755/620073</a>. Note the start and end dates for the course. If the links to the CNE collection homepage or course are invalid, the course has ended. The item record and file will remain as a permanent entry in the repository in its original collection.</em></font></p>Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: Background and Significance: The impact of a new graduate nurse (NGRN) leaving employment within the first year costs a hospital system around $40,000 per year and contributes to a decrease in staffing and patient care outcomes (Fink, Krugman, Casey, & Goode, 2008). Job turnover rates of NGRNs are between 30-50% within their first year of employment due to work demands, workloads, incivility, lack of confidence in nursing skills, and inadequate knowledge of managing multiple patient conditions (Institute of Medicine, IOM, 2010). Regulatory administrators are pushing nursing educators to explore new educational pedagogies to enhance the preparatory learning process for the student nurse and improve retention of the NGRN. Benner (1984) stages of clinical competency provide a framework for this study on the phases of learning through formal training, policy adherence, application, and synthesis of a novice nurse. The preceptorship experience has been identified in the research as an educational modality that allows students to gain workplace experience, autonomy to the nursing role, and promote management of patient care through the development of clinical competency skills (Benner, Sutphen, Leonard, & Day, 2010; IOM, 2010.). The long-term goal of this project is to assist nursing educators with an innovated teaching modality (simulated clinical skills tutorials, SCST) that produces a sound, competent, generalist graduate nurse able to function independently as a registered nurse through demonstrated competency on the NCLEX-RN. Specific Aims and Research Question: The primary objective of this study is to assess a research-based intervention (SCST) to bridge the academic – clinical practice gap. This objective will examine the effects of the SCST intervention used in a preceptorship experience on student competency, preceptorship outcomes, and NCLEX-RN pass-rates compared to a traditional preceptorship experience with no SCST intervention. Research Question: What is the effect of simulated tutorials on clinical competency for nursing students? It is hypothesized that the comparison group receiving an additional teaching modality that incorporates psychomotor, affective and cognitive skills (Shepard, 2014) during their preceptorship experience will demonstrate improved clinical competency, course outcomes, and higher NCLEX-RN scores than the comparison group. The implementation of SCST has a minimal program cost compared to the financial loss of high turnover rates within the first year of practice for NGRNs. Identified aims of this study include: Aim #1:  Using a quasi-experimental design, with data collected longitudinally, to determine the effect of the SCST intervention, used in conjunction with a preceptorship experience, has on student competency, perception of the intervention, and NCLEX-RN pass-rates in Iowa community colleges. Rationale and Approach: Study findings aim to aid academia and practice leaders-educators with tangible data that can assist in the development of teaching resources and remedial support to secure and sustain a novice workforce. The 2014 State of Iowa NCLEX-RN pass-rate were 4% lower than the national average pass-rates. State initiatives seek to improve Iowa’s nursing students’ performance on the NCLEX-RN exam to ensure a state nursing workforce able to provide competent care to the community populations. Aim #2: Identify psychomotor, affective, and cognitive skills themes in the student nurse preceptorship experience. Rationale and Approach: Students psychomotor skills will be assessed through the preceptorship outcomes and course evaluation. Affective skills will be measured using the Casey-Fink Readiness for Practice Survey (2008) assessing students’ comfort/confidence with practice skills. Cognitive skills will be reported from the (NCLEX-RN) results. This study will aid in the identified education to practice gap of job related skills acquisition of the student nurse during the preceptorship experience to promote improved patient outcomes as a result of a clinical competent NGRN entering the workforce (Benner et al., 2010; Shepard, 2014; Wolff, Regan, Pesut, & Black, 2010).en
dc.subjectClinical Competencyen
dc.subjectAcademic – Practice Gapen
dc.subjectStudent Outcomesen
dc.date.available2016-03-29T13:11:24Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:11:24Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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