scholarly journals High-Fidelity Simulation and Clinical Judgment of Nursing Students in a Maternal–Newborn Course

2020 ◽  
Vol 42 (10) ◽  
pp. 829-837
Author(s):  
Carol A. Reid ◽  
Jody L. Ralph ◽  
Maher El-Masri ◽  
Katrice Ziefle
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Judgment ◽  
Nursing Practice ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Clinical Experiences ◽  
Limited Evidence ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Clinical judgment, one’s ability to think like a nurse, is an essential skill for safe nursing practice. With the rise of simulation to replace clinical experiences, there is limited evidence regarding the effectiveness of simulation on the development of clinical judgment. This study explored differences in clinical judgment in maternal–newborn courses between undergraduate nursing students participating exclusively in simulation and those participating in hospital-based clinical experiences. Following completion of the clinical rotation, students participated in an evaluative maternal–newborn high-fidelity simulation experience that was recorded and evaluated using the Lasater’s Clinical Judgment Rubric (2007). Lasater’s Clinical Judgment Rubric scores between the simulation and clinical practice groups were compared using an independent sample t-test. There was no statistical difference in clinical judgment scores between the simulation and hospital-based clinical groups ( t = −1.056, P = .295). Our findings suggest that simulation may be a comparable alternative to clinical experience in nursing education.

High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning

2013 ◽  
Vol 10 (1) ◽  
pp. 171-176 ◽  
Author(s):  
Tera R. Kirkman
Keyword(s):  
Nursing Students ◽  
Clinical Judgment ◽  
Transfer Of Learning ◽  
Teaching Method ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Undergraduate Nursing Students ◽  
Learning And Teaching ◽  
Undergraduate Nursing ◽  
Significant Difference

AbstractBackground: Members of nursing faculty are utilizing interactive teaching tools to improve nursing student’s clinical judgment; one method that has been found to be potentially effective is high fidelity simulation (HFS). The purpose of this time series design study was to determine whether undergraduate nursing students were able to transfer knowledge and skills learned from classroom lecture and a HFS clinical to the traditional clinical setting.Method: Students (n=42) were observed and rated on their ability to perform a respiratory assessment. The observations and ratings took place at the bedside, prior to a respiratory lecture, following the respiratory lecture, and following simulation clinical.Results: The findings indicated that there was a significant difference (p=0.000) in transfer of learning demonstrated over time. Conclusions: Transfer of learning was demonstrated and the use of HFS was found to be an effective learning and teaching method. Implications of results are discussed.

scholarly journals Clinical judgment in medication administration among nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 52
Author(s):  
Leona Konieczny
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nursing Care ◽  
Clinical Judgment ◽  
Prescription Medication ◽  
Medication Administration ◽  
Nontraditional Student ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Nursing Educators

Nursing education includes the area of pharmacological therapies. Nursing educators may benefit from having students think like a nurse related to medication administration. The increased use of prescription medication and the complexities of medication administration present the need for clinical judgment. Simulation is used as an educational strategy to provide the opportunity for students to practice safe interventions which require the use of judgment to notice changes and interpret and intervene correctly. The comparison of low-fidelity and high-fidelity simulation experience in a study sample (n = 126) is examined for the effect on clinical judgment. The Lasater Clinical Judgment Rubric (LCJR) is used to score students after the simulation related to medication administration. Two of the items in the LCJR, noticing deviations (p = .35) and self analysis (p = .32), are positively affected by the level of fidelity of the simulation. A diverse, nontraditional student study sample demonstrated consistency in LCJR scoring. The outcome of increased clinical judgment may improve safety and nursing care in medication administration among nursing students.

scholarly journals Simulated Video Consultations as a Learning Tool in Undergraduate Nursing: Students’ Perceptions

Healthcare ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 280 ◽  
Author(s):  
Diana Jiménez-Rodríguez ◽  
Oscar Arrogante
Keyword(s):  
Nursing Students ◽  
Total Sample ◽  
Healthcare Services ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Technical Issues ◽  
The University

Simulated video consultations, a teaching tool based on high-fidelity simulations, were implemented in response to the necessary adaptation of high-fidelity clinical simulation sessions to the online or virtual modality during the university closure due to the COVID-19 confinement. The purpose of our study was to explore the undergraduate nursing students’ satisfaction and perceptions about simulated video consultations using the high-fidelity simulation methodology. A mixed-method was utilized with 93 undergraduate nursing students using a validated satisfaction questionnaire (quantitative data), which included an observations section (qualitative data). Of the total sample, 97.8% of the students expressed a high overall satisfaction with simulated video consultations, highlighting their practical utility and positive learning outcomes. From the students’ comments, two main themes and their related categories emerged: advantages (satisfaction and enjoyment, learning, and calmness during simulated scenarios), and disadvantages (technical issues and technical skills development). Simulated video consultations may be considered as one more high-fidelity simulation teaching option. Nursing students should be trained in this modality of healthcare to face the challenge brought on by its increased use in healthcare services, beyond the specific adaptation of clinical simulation sessions due to the closure of universities during this pandemic.

Dedicated Education Units: A Unique Evaluation

2019 ◽  
Vol 12 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Stacy Fusner ◽  
Bernadette Mazurek Melnyk
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Experiences ◽  
Practice Change ◽  
Staff Nurse ◽  
Clinical Experiences ◽  
Educational Training ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Medical Institutions

BackgroundTraditional models of clinical nursing education do not deliver the most effective learning experiences to undergraduate nursing students. An innovative way to clinically prepare nursing students is the use of dedicated education units (DEUs). This model utilizes staff nurses to provide supervision and hands-on teaching to students.ObjectiveThe purpose of this project was to evaluate an evidence-based change from a traditional model of clinical instruction to a DEU.MethodsDEUs were implemented on three adult medical–surgical units. Two unpaired identical pre-DEU and post-DEU questionnaires were used to evaluate the practice change in both nursing students and staff nurse mentors.ResultsA total of 41 students and 22 nurses participated in the project. Students reported feeling comfortable, engaged, and satisfied in their clinical experiences on the DEU. Nurses' responses revealed the DEU to be a rewarding experience and found satisfaction in their role.ConclusionsThe paradigm shift from traditional to DEU models has enhanced the quality of learning experiences for students and improved the professional environment for nurses at large academic medical institutions located in central Ohio.Implications for NursingImplications for future inquiry include standardizing educational training/orientation programs for DEU staff nurse mentors.

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