Effect of Electronic Interactive Simulation on Senior Bachelor of Science in Nursing Students' Critical Thinking and Clinical Judgment Skills

Weatherspoon, Deborah; Phillips, K. J. H.; Wyatt, Tami H.

doi:10.1016/j.ecns.2014.11.006

Cited by 38 publications

(41 citation statements)

References 11 publications

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“…Kolb's [30] Experiential Learning Theory (ELT) explains the cyclical process learners use to move beyond data memorization, or cognitive gain, and into critical thinking to support decision-making [31]. This active learning process takes place during real or simulated experiences.…”

Section: Discussionmentioning

confidence: 99%

Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

Frazer

Sullivan

Weatherspoon

et al. 2017

Nursing Research and Practice

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Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided group discussion. Participants (n = 11) included nurse educators from an online university with an average of 15 years of experience teaching in nursing academia and 6 years in an online environment. Teaching effectiveness, indicators of quality, and student success were three categories that emerged from the analysis of data. What materialized from the analysis was an overarching concept of a “dance” that occurs in the online environment. Effective online teachers facilitate, connect, lead, and work in synchrony with students to obtain indicators of quality such as student success, student improvement over time, and student application of knowledge to the professional role.

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Section: Discussionmentioning

confidence: 99%

Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

Frazer

Sullivan

Weatherspoon

et al. 2017

Nursing Research and Practice

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“…In this regard, other studies also stated that CJ is not a linear process. This skill was created in students with using a bunch of theoretical and practical knowledge and clinical experiences (7,9). "Comprehensive judgment" was the fourth attribute derived from the data.…”

Section: Discussionmentioning

confidence: 99%

“…The absence of a common language and the presence of the ambiguity of the concept in nursing education resulted in weakness in the development of the students' CJ. One study reported that only 24% of new nursing graduates meet CJ expectations (9). The analysis of the concept will clarify the ambiguous points, therefore, it will help in the perception of its similarities and differences and in creating the common language among nurses (10).…”

Section: Introductionmentioning

confidence: 99%

Concept Analysis of Clinical Judgment in Nursing Students: A Hybrid Model

Pouralizadeh¹,

Khankeh²,

Ebadi³

et al. 2017

Iran Red Crescent Med J

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Background: Clinical judgment (CJ) is a complex process and is one of the most important concepts in the domain of education of the nursing students. Despite the special importance of its concept in nursing, this term still has not created an equal perception in the minds of many experts in the nursing education and no study has been done in order to define and explain this concept by concept analysis of the "CJ" in the educational domain. Objectives: The current study was done with the purpose of determining dimensions and features of this concept in the domain of clinical education of nursing students in Iran. Methods: The design of this study is qualitative with concept analysis method and hybrid model approach. It was done in three phases that were described by Walker and Avant. In the theoretical stage, reviews on the related and valid articles were accomplished. The articles were assessed and analyzed in order to present the working definition. In the stage of field work, the interview was done with 17 participants including 7 nursing students, 6 teachers, and 4 clinical instructors. In the final stage, the general analysis was done and the antecedents, attributes, and the consequences of the concept were extracted. Results: According to the final analysis, CJ for the nursing students is a cognitive and reasoning process, in order to achieve which, the nursing students by guidance of teachers in a secure clinical environment, assess the patients' needs, interpret, and evaluate the patients' response to the clinical practice and then reflect and perform the critical evaluation of the patients' conditions. In the meanwhile, making effective clinical decisions, increasing the trust of patient and quality of care, the necessary conditions for the promotion of their professional competence will be provided. Conclusions:In the concept analysis of CJ, some of the needed conditions for CJ in the nursing students have not been reported in the studies.

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“…The development of decision-making skills has become an increasing area of nursing education, leading to a strong impact on international studies (11) . The context of the studies has addressed from the most appropriate pedagogical methods to teach decision-making (5,(8)(9)(12)(13)(14) up to the type of reasoning used in the decision learning on the care to be provided (4,7,(15)(16)(17) , as well as the development of this skill throughout education (18) .…”

Section: Introductionmentioning

confidence: 99%

Decision making from the perspective of nursing students

Marques

2019

Rev. Bras. Enferm.

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Objective: To analyze the decision making of students from a nursing higher school and understand how they make decisions in the care process. Method: A qualitative study with an exploratory and descriptive approach was carried out with the case study method. Results: Six types of decision making were categorized by the students as follows: Decision about communication (15 record units [RU]); Decision about understanding (14 RU); Decision about intervention (9 RU); Decision about timing (5 RU); Decision about targeting (4 RU); and Decision about management (0 RU), with a total of 47 RU. Final considerations: Analysis of the learning diaries showed that students make more decisions regarding communication with patients and understanding of the care situation, than with the acting decision.

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Effect of Electronic Interactive Simulation on Senior Bachelor of Science in Nursing Students' Critical Thinking and Clinical Judgment Skills

Cited by 38 publications

References 11 publications

Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

Concept Analysis of Clinical Judgment in Nursing Students: A Hybrid Model

Decision making from the perspective of nursing students

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