Abstract
Nursing practice requires measures that promote patient safety. Gregory, Guse, Dick, and Russell (2007) stated that in today"s healthcare environment, patient safety serves as a crucial factor in determining quality of patient care through decreasing patient care errors. The integration of high-fidelity simulation (HFS) in the undergraduate nursing curriculum had required evidence that supported the acquisition of learning outcomes which includes KSAs towards patient safety (Howard, Ross, Mitchell, & Nelson, 2010). Therefore, a need of validating scenario-based HFS as a learning pedagogy towards patient safety was needed (Robertson, 2011).
Purpose:
The purpose of this quasi-experimental non-equivalent control pretest-posttest study was to determine if there was a statistically significant difference in the posttest scores of knowledge, skills, and attitudes towards patient safety among the beginning nursing students in a private accelerated baccalaureate nursing program in the Western United States.
Methods:
The study used a quasi-experimental nonequivalent control posttest design using beginning nursing students as samples through convenience sampling method with a the total sample of 156 subjects that were randomly assigned to both control and treatment groups.
Results:
The data analyzed were scores from the H-PEPSS survey posttest (Ginsburg, Castel, Tregunno, & Norton, P. G., 2012) questions corresponding to six patient safety categories. Descriptive statistics and independent t-test for analysis of mean difference was used. In all three categories, statistically significant difference was found legitimizing the efficacy of scenario-based HFPS as a teaching pedagogy (Gates et al, 2011). It is recommended that a broader study that utilizes faculty observed performance towards acquisition of KSAs of patient safety be used rather than students" perspective (Blum & Parcells, 2010). Conduct a longitudinal study in determining knowledge and skills retention and transferability in both the simulation and clinical settings as well as using a broader demographic of nursing student population.
Conclusion:
It is recommended by this study to conduct a broader study that may include the use of faculty observed performance that focuses more on student"s acquisition of KSAs towards patient safety rather than sole students" perspective (Blum & Parcells, 2010). Conduct a longitudinal study determining knowledge and skills retention and transferability combining faculty and student evaluations relevant to patient safety in both the simulation and clinical settings as well as using a broader demographic of nursing student population, including students from traditional baccalaureate and associate degree nursing programs. The results of this study add to the existing literature in providing evidence that scenario-based HFS is an effective teaching methodology towards acquisition of KSAs of patient safety, understanding of its important in the undergraduate nursing curriculum in meeting certain learning objectives and justify its use as an alternative teaching methodology for clinical experience.
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
High-Fidelity Nursing Simulation, Knowledge, Skills, and Attitudes, Patient Safety
Recommended Citation
Rarang, Sasha Alexis, "Measuring high-fidelity simulation instruction: Its effects to knowledge, skills, and attitudes toward patient safety" (2017). INRC (Congress). 177.
https://www.sigmarepository.org/inrc/2017/posters_2017/177
Conference Name
28th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Dublin, Ireland
Conference Year
2017
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.
Acquisition
Proxy-submission
Measuring high-fidelity simulation instruction: Its effects to knowledge, skills, and attitudes toward patient safety
Dublin, Ireland
Nursing practice requires measures that promote patient safety. Gregory, Guse, Dick, and Russell (2007) stated that in today"s healthcare environment, patient safety serves as a crucial factor in determining quality of patient care through decreasing patient care errors. The integration of high-fidelity simulation (HFS) in the undergraduate nursing curriculum had required evidence that supported the acquisition of learning outcomes which includes KSAs towards patient safety (Howard, Ross, Mitchell, & Nelson, 2010). Therefore, a need of validating scenario-based HFS as a learning pedagogy towards patient safety was needed (Robertson, 2011).
Purpose:
The purpose of this quasi-experimental non-equivalent control pretest-posttest study was to determine if there was a statistically significant difference in the posttest scores of knowledge, skills, and attitudes towards patient safety among the beginning nursing students in a private accelerated baccalaureate nursing program in the Western United States.
Methods:
The study used a quasi-experimental nonequivalent control posttest design using beginning nursing students as samples through convenience sampling method with a the total sample of 156 subjects that were randomly assigned to both control and treatment groups.
Results:
The data analyzed were scores from the H-PEPSS survey posttest (Ginsburg, Castel, Tregunno, & Norton, P. G., 2012) questions corresponding to six patient safety categories. Descriptive statistics and independent t-test for analysis of mean difference was used. In all three categories, statistically significant difference was found legitimizing the efficacy of scenario-based HFPS as a teaching pedagogy (Gates et al, 2011). It is recommended that a broader study that utilizes faculty observed performance towards acquisition of KSAs of patient safety be used rather than students" perspective (Blum & Parcells, 2010). Conduct a longitudinal study in determining knowledge and skills retention and transferability in both the simulation and clinical settings as well as using a broader demographic of nursing student population.
Conclusion:
It is recommended by this study to conduct a broader study that may include the use of faculty observed performance that focuses more on student"s acquisition of KSAs towards patient safety rather than sole students" perspective (Blum & Parcells, 2010). Conduct a longitudinal study determining knowledge and skills retention and transferability combining faculty and student evaluations relevant to patient safety in both the simulation and clinical settings as well as using a broader demographic of nursing student population, including students from traditional baccalaureate and associate degree nursing programs. The results of this study add to the existing literature in providing evidence that scenario-based HFS is an effective teaching methodology towards acquisition of KSAs of patient safety, understanding of its important in the undergraduate nursing curriculum in meeting certain learning objectives and justify its use as an alternative teaching methodology for clinical experience.