A Process to Assess Clinical Decision-Making During Human Patient Simulation: A Pilot Study

Shelestak, Debra; Meyers, Timothy W.; Jarzembak, Jeremy M.; Bradley, Erin

doi:10.5480/13-1107.1

Cited by 11 publications

(4 citation statements)

References 2 publications

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“…learning, or as an added experience in addition to active participation (Lippe and Heather 2015, Shelestak et al, 2015, White et al, 2013, Flaathen et al, 2015, Mould et al, 2011.…”

Section: The Simulated Learning Environmentsmentioning

confidence: 99%

The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis

Cant

Cooper

2017

Nurse Education in Practice

106

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Simulation modalities are numerous in nursing education, with a need to reveal their range and impact. We reviewed current evidence for effectiveness of medium to high fidelity simulation as an education mode in pre-licensure/pre-registration nurse education. A state-of-the-art review and meta-analyses was conducted based on a systematic search of publications in English between 2010 and 2015. Of 72 included studies, 43 were quantitative primary studies (mainly quasi-experimental designs), 13 were qualitative studies and 16 were reviews of literature. Forty of 43 primary studies reported benefits to student learning, and student satisfaction was high. Simulation programs provided multi-modal ways of learning. A meta-analysis (8 studies, n = 652 participants) identified that simulation programs significantly improved clinical knowledge from baseline. The weighted mean increase was 5.0 points (CI: 3.25-6.82) on a knowledge measure. Other objectively rated measures (eg, trained observers with checklists) were few. Reported subjective measures such as confidence and satisfaction when used alone have a strong potential for results bias. Studies presented valid empirical evidence, but larger studies are required. Simulation programs in pre-licensure nursing curricula demonstrate innovation and excellence. The programs should be shared across the discipline to facilitate development of multimodal learning for both pre-licensure and postgraduate nurses.

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“…learning, or as an added experience in addition to active participation (Lippe and Heather 2015, Shelestak et al, 2015, White et al, 2013, Flaathen et al, 2015, Mould et al, 2011.…”

Section: The Simulated Learning Environmentsmentioning

confidence: 99%

The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis

Cant

Cooper

2017

Nurse Education in Practice

106

View full text Add to dashboard Cite

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“…Studies that investigate nurses' clinical reasoning fall into the following general categories: 1) ethical decision making; [12,13] 2) clinical reasoning for specific nursing procedures; [14,15] 3) decision-making and specific illnesses; [16,17] 4) decision-making within specific practice settings; [18,19] and 5) decision-making in nursing using simulation. [20,21] Contextual factors that influence clinical decision making that have been studied include: education, [5,22,23] experience, [3,24] level of appointment, [18] age, [25,26] and occupational orientation. [27] Thompson and Sutton [28] found that factors (listed in order of priority) that affected clinical reasoning in critical care nurses included knowledge and experience, role modelling and least important, values.…”

Section: Literature Reviewmentioning

confidence: 99%

An exploratory mixed methods study of urban and rural registered nurses’ experience of clinical reasoning

Sedgwick

Sedgwick²,

Awosoga³

et al. 2017

JNEP

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Background and objective: Engaging in clinical reasoning frequently occurs in busy, high pressured, stressful settings with competing demands. Patient outcomes are affected in part by RNs' clinical reasoning ability. This study aims to explore the extent to which the clinical context influences clinical reasoning among urban and rural registered nurses. Methods: In this exploratory study using a mixed method approach, 11 rural hospital RNs and 7 RNs practicing in urban medical or surgical units completed a survey and a semi-structured individual qualitative interview. Data were generated over a two month period in 2015. Descriptive statistics and Mann-Whitney U was used to test for differences among groups. Qualitative data analysis procedures were used to help identify two major themes. Results: The perceived lack of time influenced the participants' ability to engage in clinical reasoning. The findings also suggest that rule following hampered the participants' ability to confidently share their clinical reasoning. Conclusions: To deepen RNs clinical reasoning an examination of the clinical environment's structure and processes that support or impede engagement in clinical reasoning is required. Specific strategies that enhance clinical reasoning need to be unit specific and driven by RNs.

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“…Teaching activities to help students develop clinical reasoning is important to the development of sound clinical judgment in practice. Varieties of methods have been used to help students develop clinical reasoning abilities, ranging from practice questions, case study work, online resources, concept mapping, decision trees, algorithms, thinking aloud, journaling, to simulation activities 2,8,14,20-22 …”

mentioning

confidence: 99%

“…Varieties of methods have been used to help students develop clinical reasoning abilities, ranging from practice questions, case study work, online resources, concept mapping, decision trees, algorithms, thinking aloud, journaling, to simulation activities. 2,8,14,[20][21][22] The design of any learning activity needs to provide ample time for debriefing and thinking through the rationale underlying the best decisions and less-thanoptimal choices. 3,5 Debriefing needs to be organized and allow time to explain the pros and cons for each action, as well as how the choices could be prioritized.…”

mentioning

confidence: 99%

Effect of Clinical Reasoning Seminars on Medical-Surgical Specialty HESI Examination Scores

et al. 2020

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Background: Clinical reasoning and clinical judgment have been identified as essential skills for the delivery of quality patient care. Purpose: The purpose of this study was to determine the impact of clinical reasoning seminars (CRSs) on medical-surgical specialty HESI examination scores of high-risk students. Methods: A retrospective correlational design was used for this study, which involved a review of medical-surgical HESI scores for 115 junior-level baccalaureate nursing students who were identified as academically high-risk and who participated in a series of CRSs. Results: The participation in CRSs by high-risk students did not have a statistically significant impact on the medical-surgical HESI scores. Students who attended CRSs, however, had a higher mean medical-surgical HESI score than students who did not attend any CRSs. Conclusion: Although statistical differences were not found, it appears that high-risk students may have benefitted from participation in CRSs.

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A Process to Assess Clinical Decision-Making During Human Patient Simulation: A Pilot Study

Cited by 11 publications

References 2 publications

The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis

The value of simulation-based learning in pre-licensure nurse education: A state-of-the-art review and meta-analysis

An exploratory mixed methods study of urban and rural registered nurses’ experience of clinical reasoning

Effect of Clinical Reasoning Seminars on Medical-Surgical Specialty HESI Examination Scores

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