Abstract

This quantitative study sought to evaluate human patient simulation's (HPS) impact on junior student nurses' critical thinking and confidence skills. The study investigated the impact of simulation as an adjunct to clinical learning on the critical thinking and confidence skills of (N=22) junior nursing students enrolled in the third quarter of a bachelor of nursing degree program in south Florida. A constructivist viewpoint served as the theoretical framework for the study. A two groups comparison group, pretestposttest design with the independent variable (simulation), and the dependent variables (critical thinking and self-confidence) ascribed to test the following null hypotheses set at a .05 significance level.

H01: There is no difference on baccalaureate junior nursing students' critical thinking skills after a clinical simulation experience as measured by the California Critical Thinking Skills Test (CCTST).

H02: There is no difference on baccalaureate junior nursing students' confidence levels in assessment skills after a clinical simulation experience as measured by the Confidence Scale (CS).

H03: There is no correlation between baccalaureate junior nursing students' critical thinking and confidence skills.

The study's results suggest that critical thinking skills and the self-confidence of baccalaureate junior nursing students were not influenced after a clinical simulation experience. There was a moderate correlation between critical thinking and confidence skills after simulation. The author recommends replication of the study with a larger sample of students in different and larger academic settings.

Author Details

Yanick D. Joseph, EdD, MPA, MSN, RN

Sigma Membership

Non-member

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

N/A

Research Approach

Quantitative Research

Keywords:

Nursing Education, Critical Thinking Skills, Confidence Skills, Simulation Education

Advisors

Marrapodi, Michael,Reason, Lisa,Pederson, Heather

Degree

Doctoral-Other

Degree Grantor

Argosy University

Degree Year

2011

Rights Holder

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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

2024-04-09

Full Text of Presentation

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