Other Titles
Use of Simulation in Undergraduate Nursing Education [Session]
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.
Sigma Membership
Lambda Alpha at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Clinical Judgment, Critical Thinking, Patient Simulation
Recommended Citation
Shin, Hyunsook; Shim, Kaka; Lee, Yuna; Ma, Hyunhee; Lim, Dahae; Kim, Hyojin; and Kim, Hyejin, "The effect of simulation courseware on critical thinking in undergraduate nursing students: Multi-site pre-post study" (2016). Convention. 174.
https://www.sigmarepository.org/convention/2015/presentations_2015/174
Conference Name
43rd Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Las Vegas, Nevada, USA
Conference Year
2015
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Acquisition
Proxy-submission
The effect of simulation courseware on critical thinking in undergraduate nursing students: Multi-site pre-post study
Las Vegas, Nevada, USA
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.
Description
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.