High-fidelity simulation influences on novice baccalaureate nursing students

2.50
Hdl Handle:
http://hdl.handle.net/10755/621174
Category:
Full-text
Format:
Text-based Document
Type:
Dissertation
Level of Evidence:
Quasi-Experimental Study, Other
Research Approach:
Quantitative Research
Title:
High-fidelity simulation influences on novice baccalaureate nursing students
Author(s):
Connelley, Barbara
Lead Author STTI Affiliation:
Nu Pi-at-Large
Advisors:
Kroposki, Margaret; Grendell, Ruth; Rasmussen, Nat
Degree:
PhD
Degree Year:
2015
Grantor:
University of Phoenix
Abstract:
Current research supports high-fidelity simulation use as a method for educating junior and senior nursing students. The purpose of this study was to examine the relationship that existed between the use of evidence-based high-fidelity simulation and the novice baccalaureate nursing students’ development of their nursing knowledge, performance skills, critical thinking skills, and self-confidence. A four-year university that offered a Bachelor of Science degree in nursing was the site of the study. This quasi-experimental quantitative study used a simple interrupted time-series, nonequivalent dependent variables, within-group design. Novice baccalaureate nursing students enrolled in their first theory and clinical course comprised the convenience sample. A pretest-posttest assessed their nursing knowledge; the National League of Nursing Questionnaires evaluated the students’ perspective of critical thinking skills, performance skills, and self-confidence. The Creighton Simulation Evaluation Instrument evaluated the students’ performance skills, critical thinking skills, and self-confidence from the faculty perspective. A paired t-test correlated the data results of the NLN Questionnaires and the Creighton Simulation Evaluation Instrument. From the students’ perspective the results indicated no direct relationship between high-fidelity simulation and nursing knowledge, skills, critical thinking, and self-confidence. From the faculty perspective the results did suggest that high-fidelity simulation may influence the novice baccalaureate nursing students’ performance skills and critical thinking skills. Additional research is needed to support high-fidelity simulation as an education method that influences the development of nursing knowledge, performance skills, critical thinking skills, and self-confidence in novice baccalaureate nursing students.
Keywords:
Health and environmental sciences; Education; Critical thinking skills; High-fidelity simulation; Nursing education; Performance skills; Self-confidence
CINAHL Headings:
Simulations; Students, Nursing, Baccalaureate; Education, Nursing, Baccalaureate; Nursing Skills; Nursing Knowledge; Critical Thinking; Critical Thinking--Education
Description:
This item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.
Note:
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3746435; ProQuest document ID: 1760162652. Copyright is held by the author.
Repository Posting Date:
2016-12-22T16:33:48Z
Date of Publication:
2016-12-22

Full metadata record

DC FieldValue Language
dc.contributor.advisorKroposki, Margareten
dc.contributor.advisorGrendell, Ruthen
dc.contributor.advisorRasmussen, Naten
dc.contributor.authorConnelley, Barbaraen
dc.date.accessioned2016-12-22T16:33:48Z-
dc.date.available2016-12-22T16:33:48Z-
dc.date.issued2016-12-22-
dc.identifier.urihttp://hdl.handle.net/10755/621174-
dc.descriptionThis item has not gone through this repository's peer-review process, but has been accepted by the indicated university or college in partial fulfillment of the requirements for the specified degree.en
dc.description.abstractCurrent research supports high-fidelity simulation use as a method for educating junior and senior nursing students. The purpose of this study was to examine the relationship that existed between the use of evidence-based high-fidelity simulation and the novice baccalaureate nursing students’ development of their nursing knowledge, performance skills, critical thinking skills, and self-confidence. A four-year university that offered a Bachelor of Science degree in nursing was the site of the study. This quasi-experimental quantitative study used a simple interrupted time-series, nonequivalent dependent variables, within-group design. Novice baccalaureate nursing students enrolled in their first theory and clinical course comprised the convenience sample. A pretest-posttest assessed their nursing knowledge; the National League of Nursing Questionnaires evaluated the students’ perspective of critical thinking skills, performance skills, and self-confidence. The Creighton Simulation Evaluation Instrument evaluated the students’ performance skills, critical thinking skills, and self-confidence from the faculty perspective. A paired t-test correlated the data results of the NLN Questionnaires and the Creighton Simulation Evaluation Instrument. From the students’ perspective the results indicated no direct relationship between high-fidelity simulation and nursing knowledge, skills, critical thinking, and self-confidence. From the faculty perspective the results did suggest that high-fidelity simulation may influence the novice baccalaureate nursing students’ performance skills and critical thinking skills. Additional research is needed to support high-fidelity simulation as an education method that influences the development of nursing knowledge, performance skills, critical thinking skills, and self-confidence in novice baccalaureate nursing students.en
dc.formatText-based Documenten
dc.language.isoen_USen
dc.subjectHealth and environmental sciencesen
dc.subjectEducationen
dc.subjectCritical thinking skillsen
dc.subjectHigh-fidelity simulationen
dc.subjectNursing educationen
dc.subjectPerformance skillsen
dc.subjectSelf-confidenceen
dc.titleHigh-fidelity simulation influences on novice baccalaureate nursing studentsen_US
dc.typeDissertationen
dc.contributor.departmentNu Pi-at-Largeen
thesis.degree.grantorUniversity of Phoenixen
thesis.degree.levelPhDen
dc.description.noteThis dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3746435; ProQuest document ID: 1760162652. Copyright is held by the author.-
thesis.degree.year2015-
dc.type.categoryFull-texten
dc.evidence.levelQuasi-Experimental Study, Otheren
dc.research.approachQuantitative Researchen
dc.author.detailsBarbara Connelley, PhD, MSN, BSNen
dc.subject.cinahlSimulationsen
dc.subject.cinahlStudents, Nursing, Baccalaureateen
dc.subject.cinahlEducation, Nursing, Baccalaureateen
dc.subject.cinahlNursing Skillsen
dc.subject.cinahlNursing Knowledgeen
dc.subject.cinahlCritical Thinkingen
dc.subject.cinahlCritical Thinking--Educationen
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.