Abstract
Bridging the gap between classroom learning and nursing practice is an ongoing concern in nursing education. Multiple studies have found that students who are provided the knowledge, skills and modeling behavior, in addition to an expectation of efficacy, have an increase in their confidence of acquired skills and thus an increase in self-confidence and competence. However, patients in acute care settings have increasingly complex medical problems, which often leave nursing students with minimal hands-on care for their assigned patient. The purpose of this study was to examine the effect of deliberate practice, using a repeated simulated clinical experience, on student self-confidence and competency. A quantitative method with a descriptive, non-experimental, pre-test-posttest study provided information about the effect of a repeated simulated clinical experience on student self-confidence and competence.
Sigma Membership
Beta Sigma, Eta Epsilon
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Pilot/Exploratory Study
Keywords:
Classroom Learning, Nursing Education Testing, Student Confidence
Advisor
Joyce Miketic
Degree
DNP
Degree Grantor
Carlow University
Degree Year
2017
Recommended Citation
Lacue, Sharon, "Deliberate practice using simulation to improve clinical competency and confidence" (2020). Dissertations. 1056.
https://www.sigmarepository.org/dissertations/1056
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
2020-02-20
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10276390; ProQuest document ID: 1910863432. The author still retains copyright.