Effects of high‐fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self‐efficacy

Lee, Yoonju; Lee, Senah; Bae, Juyeon

doi:10.1111/jjns.12080

Cited by 33 publications

(26 citation statements)

References 31 publications

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“…Two of the studies were descriptive, cross-sectional studies that identified the breakdown of Kolb learning preferences in their cohorts. 25,26 One of the three studies that attempted to correlate Kolb learning preferences with a learning outcome found no association between dental students' learning style preference and either GPA or the senior students' choice of specialty practice. 9 The other two studies attempting to find a correlation were conducted by Shinnick and Woo and Tsingos and colleagues.…”

Section: Resultsmentioning

confidence: 99%

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Use of Learning Style Frameworks in Health Science Education

Childs‐Kean

Edwards

Smith

2020

American Journal of Pharmaceutical Education

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Objective. To review the literature regarding the use of learning style frameworks in health science education, with particular attention to learning outcomes and use for self-awareness. Findings. Of the 415 articles identified in an initial search of the literature, 31 articles involving learning style frameworks were included after screening titles, abstracts, and full texts. Multiple learning style frameworks, including VARK, Kolb Learning Style Inventory, Honey and Mumford Learning Style Questionnaire, and Pharmacist Inventory of Learning Styles, have been used in various health science education disciplines, including medicine, nursing, and pharmacy. Most publications were descriptive in nature, reporting the learning styles of the given student cohort. Most studies that attempted to find a correlation between learning style and learning outcomes found none. In cases where a correlation was found, it was weak or inconsistent with findings from other published studies. No identified studies described use of learning style frameworks for increasing self-awareness in learners. Summary. While several different learning style inventories have been used to assess health science education students, their utility for predicting learning outcomes appears to be weak. Using learning style inventories to improve learner self-awareness is an unexplored area of education and research.

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Section: Resultsmentioning

confidence: 99%

“…Assimilators, divergers, and balanced learning style all increased knowledge after high fidelity simulation 25 No correlation between learning style preference and dental school GPA 9 Reflective observation (assimilators and divergers) performed better in a social pharmacy course 28…”

Section: Kolb Learning Style Inventory Correlation Between Learning Smentioning

confidence: 98%

Use of Learning Style Frameworks in Health Science Education

Childs‐Kean

Edwards

Smith

2020

American Journal of Pharmaceutical Education

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“…Four stations were included in this OSCE based upon clinical experts' experience at our institution. The overall reliability in the present study was 0.791, which is a desirable level of reliability for high-stakes tests, such as certi cation [30][31][32]. The number of stations in this OSCE was, thus, appropriate to assess the competence of the NNPs in our study.…”

Section: Discussionmentioning

confidence: 69%

The Objective Structured Clinical Examination as an Assessment Strategy for Clinical Competence in Novice Nursing Practitioners in Taiwan

Chen

Lai

et al. 2020

Preprint

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Background: The conventional written tests and professional assessment have limitation in fair judgement of clinical competence. Because the examiners may not have total objectivity and may lack standardization throughout the assessment process. We sought to design a valid method of competence assessment in medical and nursing specialties. This work was aimed to develop an Objective Structured Clinical Exam (OSCE) to evaluate novice nursing practitioners’ (NNPs’) clinical competency, work stress, professional confidence, and career satisfaction. Methods: A Quasi-experimental study (pre-post). Fifty-five NNPs received the OSCE three-months following their graduation, which consisted of four stations: history taking, physical examination, problem-directed management, interpersonal communication, and the required techniques of related procedures. The examiners had to complete an assessment checklist, and the participants had to complete a pre-post questionnaire (modified from a Nursing Competency Questionnaire, a Stress scale, and Satisfaction with Learning scale). Results: Among the NNPs, 41 of them (74.5%) passed the exam with a mean score of 61.38 ± 8.34. There was a significantly higher passing rate among nurses who were working in medical-surgical wards (85.7%) and the intensive care unit-emergency department (77.8%) compared to NNPs working in other units. All the NNPs at Station A had poor performance in assessing patients with a fever. OSCE performance was more associated with educational attainment and work unit, rather than the gender. Finally, the participants showed statistically significant increases in their clinical competency, confidence in their professional competence, satisfaction with the clinical practice, and decreased work stress after the OSCE. Conclusions: We found that the OSCE process had a positive educational effect, in providing a meaningful and accurate assessment of the competence of NNPs. Although the implementation of an OSCE remains costly, the consequent benefits for NNPs, educators, and administrators can outweigh its costs, demonstrated by the increased competence and workforce stability following OSCE training.

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“…Four stations were included in this OSCE based upon clinical experts’ experience at our institution. The overall reliability in the present study was 0.791, which is a desirable level of reliability for high-stakes tests, such as certification [ 30 – 32 ]. The number of stations in this OSCE was, thus, appropriate to assess the competence of the NNPs in our study.…”

Section: Discussionmentioning

confidence: 93%

The objective structured clinical examination as an assessment strategy for clinical competence in novice nursing practitioners in Taiwan

Chen

Lai

et al. 2021

BMC Nurs

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Background The conventional written tests and professional assessment have limitation in fair judgement of clinical competence. Because the examiners may not have total objectivity and may lack standardization throughout the assessment process. We sought to design a valid method of competence assessment in medical and nursing specialties. This work was aimed to develop an Objective Structured Clinical Exam (OSCE) to evaluate novice nursing practitioners’ clinical competency, work stress, professional confidence, and career satisfaction. Methods A Quasi-experimental study (pre-post). Fifty-five novice nursing practitioners received the OSCE three-months following their graduation, which consisted of four stations: history taking, physical examination, problem-directed management, interpersonal communication, and the required techniques of related procedures. The examiners had to complete an assessment checklist, and the participants had to complete a pre-post questionnaire (modified from a Nursing Competency Questionnaire, a Stress scale, and Satisfaction with Learning scale). Results Among the novice nursing practitioners, 41 of them (74.5 %) passed the exam with a mean score of 61.38 ± 8.34. There was a significantly higher passing rate among nurses who were working in medical-surgical wards (85.7 %) and the intensive care unit-emergency department (77.8 %) compared to novice nursing practitioners working in other units. All the novice nursing practitioners at Station A had poor performance in assessing patients with a fever. OSCE performance was more associated with educational attainment and work unit, rather than the gender. Finally, the participants showed statistically significant increases in their clinical competency, confidence in their professional competence, satisfaction with the clinical practice, and decreased work stress after the OSCE. Conclusions We found that the OSCE process had a positive educational effect, in providing a meaningful and accurate assessment of the competence of novice nursing practitioners. An appropriate OSCE program is vital for novice nursing practitioners, educators, and administrators. The effective application of OSCEs can help novice nursing practitioners gain confidence in their clinical skills.

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Effects of high‐fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self‐efficacy

Cited by 33 publications

References 31 publications

Use of Learning Style Frameworks in Health Science Education

Use of Learning Style Frameworks in Health Science Education

The Objective Structured Clinical Examination as an Assessment Strategy for Clinical Competence in Novice Nursing Practitioners in Taiwan

The objective structured clinical examination as an assessment strategy for clinical competence in novice nursing practitioners in Taiwan

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