Abstract
School nursing practice occurs in an autonomous clinical practice setting in which school nurses function as first-responders to life-threatening school emergencies. However, a gap in school nursing practice preparation exists due to a lack of pediatric first-responder experience or training. Following evidence-based school nursing simulation interventions, the current longitudinal descriptive mixed method doctoral project analyzed participants' self-perceived gains in knowledge, skills, confidence, and integration as measures of clinical and leadership improvements. The convenience sample of post-licensure registered nurse practicing school nurses (PSN) graduate students (n=37) in California completed pre and post simulation evaluations generated from the Student Assessment of Their Learning Gains (SALG) instrument. A paired two-tailed t test with a 95% confidence interval resulted in statistically significant findings for all but two of the 40 comparative statements. The results conveyed simulation should be considered for future learning venues due to the significant impact on school nurses' confidence, critical reasoning, and clinical judgement.
Sigma Membership
Non-member
Type
DNP Capstone Project
Format Type
Text-based Document
Study Design/Type
Cohort
Research Approach
Mixed/Multi Method Research
Keywords:
School Nurses, Emergencies, Simulation
Advisor
JoAnna Fairley
Second Advisor
Jo Ann Runewicz
Third Advisor
Dian Baker
Degree
DNP
Degree Grantor
Capella University
Degree Year
2015
Recommended Citation
Cosby, Mariann F., "School nursing simulation: An evidence-based practice intervention for improved confidence in health-related school emergency first-responder role" (2015). DNP and Student Works. 31.
https://www.sigmarepository.org/dnps/31
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
Self-submission
Date of Issue
2015-10-26
Full Text of Presentation
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