A Comparison of Clinical Simulation and Case Study Presentation on Nurse Practitioner Students' Knowledge and Confidence in Managing a Cardiac Event

Scherer, Yvonne K.; Bruce, Susan A.; Runkawatt, Viliporn

doi:10.2202/1548-923x.1502

Cited by 86 publications

(70 citation statements)

References 5 publications

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“…Weiner et al (1993), in a study that involved nursing student use of a video disc on a labor and delivery case and clinical experience versus nursing students who only had clinical experience, found that the students completing the video disc and clinical experience had significantly greater confidence and an increase in knowledge. Schleutermann, Holzemer, and Farrand (1983) found no differences between graduate family nurse practitioner student performance using a CAI and a paper-and-pencil exercise. Henry and Holzemer (1993), in an evaluation of CAIs versus a knowledge test and a self-evaluation of competence, found that the constructs were not synonymous and that it was difficult to statistically compare the value of simulation through CAIs in comparison to clinical performance.…”

Section: Disadvantages Include As Followsmentioning

confidence: 68%

“…Eight studies specifically addressed competence in basic knowledge and technical skills (Alinier, Hunt, & Gordon, 2004;Alinier, Hunt, Gordon, & Harwood, 2006;Feingold et al, 2004;Hoffmann, O'Donnell, & Kim, 2007;Kuiper, Heinrich, Matthias, Graham, & Bell-Kotwall, 2008;Radhakrishnan, Roche, & Cunningham, 2007;Scherer, Bruce, & Runkawatt, 2007; T. K. S. Wong & Chung, 2002). In general, these nurse researchers found improvement in clinical and assessment skills and basic knowledge.…”

Section: Low-fidelity To High-fidelity Mannequinsmentioning

confidence: 99%

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Nursing Simulation: A Review of the Past 40 Years

Nehring

Lashley

2009

Simulation & Gaming

196

114

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Simulation, in its many forms, has been a part of nursing education and practice for many years. The use of games, computer-assisted instruction, standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins have appeared in the past 40 years, whereas anatomical models, partial task trainers, and role playing were used earlier. A historical examination of these many forms of simulation in nursing is presented, followed by a discussion of the roles of simulation in both nursing education and practice. A viewpoint concerning the future of simulation in nursing concludes this article.T hroughout time, nursing educators have sought effective ways to help students to become competent nurses. Since learning takes place through cognitive, psychomotor, and affective domains, nursing education has taken place in the lecture room, the psychomotor laboratory, and in the health care delivery setting. To enhance theoretical learning, simulation, in its many forms, has been added. The types of simulation used in nursing education include anatomical models, task trainers, role playing, games, computer-assisted instruction (CAI), standardized patients, virtual reality, and low-fidelity to high-fidelity mannequins. For the most part, these types of simulation, with the exception of anatomical models, task trainers, and role playing, have been introduced to nursing education in the past 40 years, which coincides with the 40th anniversary of this journal. With increasing numbers of nursing students and decreasing numbers of available clinical sites and nursing faculty, the use of simulation has become an integral part of nursing education. In this article, each of these types of simulation and their use in nursing education is discussed. This is followed by a description of the roles of simulation in both nursing education

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Section: Disadvantages Include As Followsmentioning

confidence: 68%

Section: Low-fidelity To High-fidelity Mannequinsmentioning

confidence: 99%

Nursing Simulation: A Review of the Past 40 Years

Nehring

Lashley

2009

Simulation & Gaming

196

114

View full text Add to dashboard Cite

show abstract

“…Post-test confidence scores improved in both groups. Confidence scores were higher in the control group; however, this could be due to the fact that students in the control group did not have to demonstrate hands-on skills as did students in the simulation group (Scherer et al, 2007).…”

Section: Comparison With Literaturementioning

confidence: 82%

“…The hypothesis that simulation can benefit students' knowledge and confidence levels was tested in a quasi-experimental study by Scherer, Bruce, and Runkawatt (2007).…”

mentioning

confidence: 99%

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BSN Students’ Perception of Satisfaction and Self-confidence After a Simulated Mock Code Experience: A Descriptive Study

Ma¹

2013

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In the current healthcare environment, nurses are required to provide timely and competent responses to rapidly changing demands resulting from an increasingly expanding wealth of medical knowledge. High fidelity simulation offers unlimited opportunities to practice rare and critical events in a safe and controlled environment.Literature supports the use of simulation for the acquisition of nursing knowledge and skills. However, findings based on the students' perceptions of satisfaction and selfconfidence after these simulated experiences is inconclusive. The purpose of this descriptive study is to describe BSN students' perceptions of satisfaction and selfconfidence after a simulated mock code experience and to determine the relationship between the students' perceptions of satisfaction/self-confidence and the demographic characteristics. A convenience sample of 50 senior BSN students who were enrolled in a senior-level nursing Leadership and Management course was included in the study. The participants completed a paper-and-pencil five-point Likert scale Student Satisfaction and Self-Confidence in Learning (National League for Nursing, 2004) survey after the simulated mock code experiences. The results indicated that students were satisfied with the mock code simulation (mean=4.49, SD=0.53) and felt confident with code situations after the simulated experience (mean=4.42, SD=0.41). A significant correlation was found between the male students and satisfaction scores. Independent t-tests did not reveal significant differences between satisfaction/self-confidence and past experience as healthcare providers. However, previous experience working as an EMT was found to significantly contribute to a high level of self-confidence after simulated mock code experiences. The findings of this study provide insight into students' perceptions of self-confidence and v satisfaction toward simulation and may assist faculty to appropriately integrate simulation into nursing curriculums.

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Disaster Games and the Role of Science for Informing High-level Emergency Response Planning for Nepal

Robinson

2018

Evolving Narratives of Hazard and Risk

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A Comparison of Clinical Simulation and Case Study Presentation on Nurse Practitioner Students' Knowledge and Confidence in Managing a Cardiac Event

Cited by 86 publications

References 5 publications

Nursing Simulation: A Review of the Past 40 Years

Nursing Simulation: A Review of the Past 40 Years

BSN Students’ Perception of Satisfaction and Self-confidence After a Simulated Mock Code Experience: A Descriptive Study

Disaster Games and the Role of Science for Informing High-level Emergency Response Planning for Nepal

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