Abstract

Graduate nurses are expected to enter a technology-rich workforce with an understanding of the electronic health record (EHR) and how it is used to guide patient care. Limited access to EHRs in clinical settings may result in students entering professional practice with limited ability to understand the full potential of the EHR. Over a seven-week term, students enrolled in the Patient-Centered Care I course, during the 2018 Spring I term, participated in high-fidelity simulation and seminar activities that included an educational electronic healthcare record (EEHR). These activities were integrated into the course to guide students when making clinical decisions regarding patient-centered care. Of the 93 students, 14 participated in the pre-course self-assessment survey, and 10 participated in the post-course self-assessment survey. Only those students who took both the pre and post-course self-assessment were evaluated (11% response rate). This survey was not mandatory, however, the EEHR activities in the course were. Students used Lasater's Clinical Judgment Rubric to rate themselves in the dimensions of noticing, interpreting, responding, and reflecting. Overall, mean scores increased in three of the four dimensions of clinical judgment (noticing, interpreting, and reflecting). There was a significant difference under the criteria focused observation, for the dimension of noticing. There was marginal significance under the criteria making sense of data, for the dimension of interpreting, as well as marginal significance under the criteria commitment to improvement under the dimension of reflection.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10928012; ProQuest document ID: 2247164632. The author still retains copyright.

Author Details

Sherri Carter, DNP, RN, CNE

Sigma Membership

Omicron at-Large

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Quality Improvement

Research Approach

Mixed/Multi Method Research

Keywords:

Educational Electronic Health Record, Experiential Learning, Simulation, Active Student Learning

Advisor

Nicole Waters

Second Advisor

Marilyn Brady

Degree

DNP

Degree Grantor

Gardner-Webb University

Degree Year

2018

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

2023-01-24

Full Text of Presentation

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