Learning by playing: A cross-sectional descriptive study of nursing students' experiences of learning clinical reasoning

Koivisto, Jaana Maija; Multisilta, Jari; Niemi, Hannele; Katajisto, Jouko; Eriksson, Elina

doi:10.1016/j.nedt.2016.06.009

Cited by 70 publications

(53 citation statements)

References 17 publications

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“…A self-assessment of the perceived change of the clinical reasoning process was recorded after the session to assess the various steps of nursing clinical reasoning as defined by Levett-Jones et al [24]. The questionnaire initially described by Koivisto et al was modified by adding 2 specific questions on clinical deterioration described by Liou et al [20,39]. The modified questionnaire was translated into French by the research group (A.B.…”

Section: Assessment Methodsmentioning

confidence: 99%

“…and D.B.). Each question assesses a specific step of the clinical reasoning process ("I learned [20,24,39]. Moreover, the students' perceived satisfaction, their motivation toward learning the specific topic and the effectiveness of the instructional design were assessed by a questionnaire at the end of the session with a Likert scale (1 to 10) corresponding to level 1 and 3 of the Kirkpatrick training evaluation model [40].…”

Section: Assessment Methodsmentioning

confidence: 99%

“…Comparative analysis between the educational value of a serious game and a traditional course is already available for cardiac arrest management, trauma triage and other domains, but it is uncertain whether results obtained in one field apply to the others [13][14][15][16][17][18] . In addition, several studies have used a serious game to train nurses in the detection of patient deterioration, but are characterized by a high level of heterogeneity and sometimes provide neutral results [19][20][21][22]. One randomized study, aiming to compare the assessment and the management of clinical deterioration, in which either a virtual patient or a mannequin was used, found that both simulation methods (serious game and highfidelity) could be effective in improving nursing-student score performance, with no difference between the two methods [23].…”

Section: Introductionmentioning

confidence: 99%

“…More specifically, few studies have assessed how components of clinical reasoning skills necessary to detect patient deterioration are modified by the use of serious games. Most serious games studies use one result of clinical reasoning (treatment, diagnosis or triage) but an objective criterion evaluating all clinical reasoning skills has rarely been used so far [15,20]. As described by Levett-Jones et al [24], clinical reasoning is "the process by which nurses collect cues, process the information, come to an understanding of a patient problem or situation, plan and implement interventions, evaluate outcomes, and reflect on and learn from the process".…”

Section: Introductionmentioning

confidence: 99%

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Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

2020

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Background: Early detection and response to patient deterioration influence patient prognosis. Nursing education is therefore essential. The objective of this randomized controlled trial was to compare the respective educational value of simulation by gaming (SG) and a traditional teaching (TT) method to improve clinical reasoning (CR) skills necessary to detect patient deterioration.Methods: In a prospective multicenter study, and after consent, 2nd year nursing students were randomized into two groups:-Simulation by gaming "SG": the student played individually with a serious game consisting of 2 cases followed by a common debriefing with an instructor; -Traditional Teaching "TT": the student worked on the same cases in text paper format followed by a traditional teaching course with a PowerPoint presentation by an instructor.CR skill was measured by script concordance tests (80 SCTs, score 0-100) immediately after the session (primary outcome) and on month later. Other outcomes included students' satisfaction, motivation and professional impact.Results: One hundred forty-six students were randomized. Immediately after training, the SCTs scores were 59 ± 9 in SG group (n = 73) and 58 ± 8 in TT group (n = 73) (p = 0.43). One month later, the SCTs scores were 59 ± 10 in SG group (n = 65) and 58 ± 8 in TT group (n = 54) (p = 0.77). Global satisfaction and motivation were highly valued in both groups although significantly greater in the SG group (p < 0.05). The students declared that the training course would have a positive professional impact, with no difference between groups. Conclusions:In this study assessing nursing student CR to detect patient deterioration, no significant educational difference (SCT), neither immediate nor 1 month later, was observed between training by SG and the TT course. However, satisfaction and motivation were found to be greater with the use of SG. Trial registration: ClinicalTrials.gov; NCT03428269. Registered 30 january 2018.

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Section: Assessment Methodsmentioning

confidence: 99%

Section: Assessment Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

2020

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“…This demands high‐quality and effective orientation programmes in ICUs. In addition to clinical practice, patient observation skills could potentially be developed through experiential learning in virtual learning environments (Cant and Cooper, ) and gamification (Koivisto et al ., ).…”

Section: Discussionmentioning

confidence: 97%

Critical care nurses' self‐assessed patient observation skills: a cross‐sectional survey study

Alastalo

Salminen

Jeon

et al. 2019

Nursing in Critical Care

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Background Observing a patient's clinical condition is an important responsibility of critical care nurses and an essential component of their competence. Critical care nurses' patient observation skills contribute to patient safety and quality of care. These observation skills have not been assessed or measured previously. Aim The aim of this study was to measure the self‐assessed level of critical care nurses' patient observation skills and to explore the factors associated with these skills. Study design This was a multicentre cross‐sectional survey conducted in Finland. Methods The sample consisted of critical care nurses working at Finnish university hospitals. The data were collected between September 2017 and January 2018 using an instrument developed for the study – Patient Observation Skills in Critical Care Nursing (visual analogue scale 0–100). Descriptive and inferential statistics were used to analyse the data. Results A total of 372 critical care nurses (49%) responded. Finnish critical care nurses assessed their patient observation skills overall as excellent. The bio‐physiological foundation was assessed as good, whereas skills in using observation methods and skills in recognizing changing clinical condition were assessed as excellent. Education for special tasks in intensive care units, information searching in scientific journals, working experience in critical care nursing and critical care nurses' perception of critical care as a preferred field of nursing were factors promoting patient observation skills. Conclusions and relevance to clinical practice The study provided a novel instrument for measuring critical care nurses' patient observation skills. The instrument may be used as an assessment tool in clinical practice and education. Developing orientation and on‐the‐job training in intensive care units are essential in assuring critical care nurses' adequate patient observation skills. Patient observation skills could be developed during nursing education by providing students with opportunities for clinical training and applying patient cases in virtual learning environments.

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Digital Simulations in Healthcare Education

Koivisto¹

2020

Encyclopedia of Education and Information Technologies

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Learning by playing: A cross-sectional descriptive study of nursing students' experiences of learning clinical reasoning

Cited by 70 publications

References 17 publications

Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

Critical care nurses' self‐assessed patient observation skills: a cross‐sectional survey study

Digital Simulations in Healthcare Education

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