Abstract
In higher education, researchers have shown that student engagement is related to personal development and learning. The overall purpose of this non-experimental, cross-sectional, correlational study was to examine differences in student engagement across active learning experiences in prelicensure nursing clinical education. The specific active clinical learning experiences that were examined included the traditional clinical experience, clinical post-conference, the simulation experience, and simulation debriefing. In addition, this study explored the relation between student engagement and the contribution of the instructor as well as the relation between nursing student engagement in clinical education and academic burnout. Nursing students completed an online survey to self-report their engagement and the instructor contribution in either the clinical experience, the clinical post-conference, the simulation experience, or the simulation debriefing. Additionally, all students self-reported levels of academic burnout. Engagement scores were compared between the various clinical activities to identify problem areas in nursing education. Findings from this study will help to inform best practices that can be used in designing clinical experiences for prelicensure nursing students, to optimize learning and improve learning outcomes
Sigma Membership
Beta Rho at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Qualitative Research
Keywords:
Simulation Education, Clinical Education, Learning Outcomes, Active Learning Experiences
Advisors
Kostovich, Carol||Schmidt, Lee||O'Rourke, Jenny
Degree
PhD
Degree Grantor
Loyola University Chicago
Degree Year
2022
Recommended Citation
Osborne, Karrie E., "Assessing nursing student engagement in clinical and simulation experiences" (2023). Dissertations. 1045.
https://www.sigmarepository.org/dissertations/1045
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.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-07-26
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29210824; ProQuest document ID: 2725614466. The author still retains copyright.