Abstract
High fidelity simulation has become a widespread and costly learning strategy in nursing education because it can fill the gap left by a shortage of clinical sites. In addition, high fidelity simulation is an active learning strategy that is thought to increase higher order thinking such as clinical reasoning and judgment skills in nursing students. Nursing educators who utilize curriculum planned high fidelity simulation activities measure simulation learning outcomes with various instruments. However, few can quantify learning in nursing students due to high fidelity simulation and most are not supported by a theory of learning. This methodological study sought to test the psychometric properties of a new instrument ”the Simulation Thinking Rubric." The purpose of the rubric was to assess higher order thinking during high fidelity simulation.
Sigma Membership
Zeta Kappa at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Quantitative Research
Keywords:
Instrument Testing, Nursing Education, Educational Simulations
Advisor
Janice Hayes
Second Advisor
Catherine Dingley
Degree
PhD
Degree Grantor
University of Northern Colorado
Degree Year
2012
Recommended Citation
Doolen, Jessica Louise, "The development of the Simulation Thinking Rubric" (2020). Dissertations. 1169.
https://www.sigmarepository.org/dissertations/1169
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
2020-01-24
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3555113; ProQuest document ID: 1318673209. The author still retains copyright.