Abstract
Critical thinking and clinical reasoning, which support confidence in clinical decision-making of nurses, are still being developed during pre-licensure education. Nursing faculty in higher education are tasked with the challenge to increase the level of practice undergraduate nursing students experience during their program. The research question guiding this project was what effect does the use of deliberate practice with medication administration have on medical-surgical nursing II students regarding clinical confidence? The purpose of this quantitative, quasi-experimental study was to determine if the use of deliberate practice with nursing students by implementing weekly medication administration simulations would increase the level of clinical confidence in second semester medical-surgical nursing II clinical students.
Sigma Membership
Omicron Psi
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Clinical Reasoning, Nursing Students, Confidence
Advisor
Sara Kaylor
Degree
Doctoral-Other
Degree Grantor
The University of Alabama
Degree Year
2024
Recommended Citation
Kirkwood, Leslie, "Evaluation of reported level of clinical confidence in student nurses using deliberate practice" (2024). Dissertations. 1066.
https://www.sigmarepository.org/dissertations/1066
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
2024-07-17
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30995190; ProQuest document ID: 3066841585. The author still retains copyright.