Effect of Sequence of Simulated and Clinical Practicum Learning Experiences on Clinical Competency of Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/620921
Category:
Full-text
Format:
Text-based Document
Type:
Research Study
Level of Evidence:
Other
Research Approach:
Quantitative Research
Title:
Effect of Sequence of Simulated and Clinical Practicum Learning Experiences on Clinical Competency of Nursing Students
Author(s):
Hansen, Jamie
Lead Author STTI Affiliation:
Tau Mu
Author Details:
Jamie Hansen, PhD (c), RN, CNE
Abstract:

Although simulation has been increasingly used as a supplement to traditional clinical experiences, it is unknown if the order in which simulated and clinical practicum learning experiences occur affects nursing students’ clinical competency development. This study used a crossover design to compare the effects of two different blocked sequences of simulated and clinical practicum learning experiences on clinical competency development during participants’ first medical surgical practicum course. Participants were randomly assigned to a 7-week block of simulated learning experiences followed by a 7-week block of traditional clinical experiences in a health care setting or the reverse sequence. Using the Creighton Competency Evaluation Instrument (CCEI) students’ clinical competency was measured three times: At the completion of each 7-week block of learning experiences and at the end of the semester during a final high fidelity simulation. The key finding of this study was that there were no significant differences in the CCEI total scale or subscale scores across time points. The use of blocked sequences of simulated and clinical practicum learning experiences may help address barriers in delivery of traditional clinical education faced by schools of nursing such as increased student enrollment and lack of clinical site availability, however more research is needed. 

Keywords:
Simulation; Competency
MeSH:
Students, Nursing; Clinical Competence
CINAHL Headings:
Transitional Programs; Simulations
Repository Posting Date:
11-Oct-2016
Date of Publication:
11-Oct-2016
Sponsors:
Sigma Theta Tau International
Note:
The Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typeResearch Studyen
dc.evidence.levelOtheren
dc.research.approachQuantitative Researchen
dc.titleEffect of Sequence of Simulated and Clinical Practicum Learning Experiences on Clinical Competency of Nursing Studentsen_US
dc.contributor.authorHansen, Jamieen
dc.contributor.departmentTau Muen
dc.author.detailsJamie Hansen, PhD (c), RN, CNEen
dc.identifier.urihttp://hdl.handle.net/10755/620921-
dc.description.abstract<p>Although simulation has been increasingly used as a supplement to traditional clinical experiences, it is unknown if the order in which simulated and clinical practicum learning experiences occur affects nursing students’ clinical competency development. This study used a crossover design to compare the effects of two different blocked sequences of simulated and clinical practicum learning experiences on clinical competency development during participants’ first medical surgical practicum course. Participants were randomly assigned to a 7-week block of simulated learning experiences followed by a 7-week block of traditional clinical experiences in a health care setting or the reverse sequence. Using the Creighton Competency Evaluation Instrument (CCEI) students’ clinical competency was measured three times: At the completion of each 7-week block of learning experiences and at the end of the semester during a final high fidelity simulation. The key finding of this study was that there were no significant differences in the CCEI total scale or subscale scores across time points. The use of blocked sequences of simulated and clinical practicum learning experiences may help address barriers in delivery of traditional clinical education faced by schools of nursing such as increased student enrollment and lack of clinical site availability, however more research is needed. </p>en
dc.subjectSimulationen
dc.subjectCompetencyen
dc.subject.meshStudents, Nursingen
dc.subject.meshClinical Competenceen
dc.subject.cinahlTransitional Programsen
dc.subject.cinahlSimulationsen
dc.date.available2016-10-11T19:09:26Z-
dc.date.issued2016-10-11-
dc.date.accessioned2016-10-11T19:09:26Z-
dc.description.sponsorshipSigma Theta Tau Internationalen
dc.description.noteThe Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.en
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