Abstract
Twenty-first-century healthcare is a complex and demanding arena. Today's hospital environment is more complex than in previous years while patients move through the system at a much faster pace. Newly graduated nurses are challenged in their first year with the healthcare needs of complex patients. Nurse educators and nurse leaders differ in opinions regarding the readiness of newly licensed nurses. Despite these opposing views, there is no argument that today's hospitalized patients need expert nurses to care for them. This study explores the development of competence in newly graduated nurses using simultaneous multi-patient simulations (SMPS).
Sigma Membership
Beta Delta at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Causal-Comparative
Research Approach
Quantitative Research
Keywords:
Nursing Education, Nursing Compentence, Simulation Learning, Performance-Based Development System
Advisor
Corinne Valadez
Second Advisor
Elsa Gonzalez
Third Advisor
Pamela Greene
Fourth Advisor
Anita Hill
Degree
PhD
Degree Grantor
Texas A&M University-Corpus Christi
Degree Year
2017
Recommended Citation
Fomenko, Julie, "Bridging the gap: Using simultaneous multi-patient simulations to improve nursing competency and transition to practice: A causal-comparative inquiry" (2021). Dissertations. 365.
https://www.sigmarepository.org/dissertations/365
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
2021-11-04
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10643153; ProQuest document ID: 2006900257. The author still retains copyright.