Patient Simulator Sessions and Critical Thinking

Ravert, Patricia K.

doi:10.3928/01484834-20081201-06

Cited by 67 publications

(57 citation statements)

References 29 publications

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“…The highest scores which reflected more of an analytical-intuitive mode of decision making process were obtained by students who had more experience in both role-play and discussion in debrief (mean = 70.5). These findings were reflected in previous studies which unanimously demonstrated the positive outcomes of increased HF-HPSMs exposure on critical thinking skills [21][22][23][24] . The lowest scoring which reflected an analytical skill tended to be attributed to the lack of the two experiences (mean = 63.6).…”

Section: Discussionsupporting

confidence: 59%

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High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

Loke

Lee

Noor

et al. 2014

JNEP

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Background: The continued use of high fidelity full sized human patient simulation manikins (HF-HPSMs) for developing decision making skills of nursing students has led to growing research focusing its value on student learning and decision making skills. Methods:In October 2012, a cross-sectional survey using the 24-item Nurse Decision-Making Instrument was used to explore the decision making process of 232 pre-registration nursing students (age 22.0 ± 5.4; 83.2% female) in Singapore. Results:The independent samples t-tests demonstrated three significant predictive indicators. These indicators include: prior experience in high fidelity simulation based on pre-enrolled nursing course (t = 70.6, p = .001), actual hands-on practice (t = 69.66, p < .005) and active participation in debrief (t = 70.11, p < .005). A complete experience based on role-playing followed by active discussion in debrief was a significant contributor to the decision making process (t = 73.6667, p < .005). However, the regression model indicated active participation in debrief as a significant variable which explained its development (t = 12.633, p < .005). Conclusions:This study demonstrated the usefulness of active participation in simulation learning for an analyticintuitive approach to decision making, however active participation in debrief was a more important influencing element than role-playing. In situations where resources are limited for students to experience hands-on role-playing, peer reviewing and feedback on others' experiences could benefit students, just as much. However, further study is warranted to determine the development of HF-HPSMs as a pedagogic tool for enhancing the decision making process of nursing students.

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Section: Discussionsupporting

confidence: 59%

“…As evidenced, more studies began to use critical thinking skills interchangeably with the decision making process to evaluate the effects of HF-HPSMs [21][22][23][24] . While that was the case, many other research studies concentrated on the development of critical thinking skills [25][26][27][28] .…”

Section: Literature Reviewmentioning

confidence: 99%

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

Loke

Lee

Noor

et al. 2014

JNEP

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“…e l s e v i e r . c o m / n e d t been suggested as a means of improving CT skills (Ravert, 2008;Sullivan-Mann et al, 2009), this remains unsubstantiated as findings among studies are not congruent and many relied on student or faculty perceptions of CT (Cant and Cooper, 2009). The ability of a nurse to critically think is a common theme in nursing programs (Forsberg et al, 2011).…”

Section: Contents Lists Available At Sciencedirectmentioning

confidence: 99%

The effect of human patient simulation on critical thinking and its predictors in prelicensure nursing students

Shinnick

Woo

2013

Nurse Education Today

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Human patient simulation (HPS) is becoming a popular teaching method in nursing education globally and is believed to enhance both knowledge and critical thinking. Objective: While there is evidence that HPS improves knowledge, there is no objective nursing data to support HPS impact on critical thinking. Therefore, we studied knowledge and critical thinking before and after HPS in prelicensure nursing students and attempted to identify the predictors of higher critical thinking scores. Methods: Using a one-group, quasi-experimental, pre-test post-test design, 154 prelicensure nursing students (age 25.7 ± 6.7; gender = 87.7% female) from 3 schools were studied at the same point in their curriculum using a high-fidelity simulation. Pre-and post-HPS assessments of knowledge, critical thinking, and self-efficacy were done as well as assessments for demographics and learning style. Results: There was a mean improvement in knowledge scores of 6.5 points (P b 0.001), showing evidence of learning. However, there was no statistically significant change in the critical thinking scores. A logistic regression with 10 covariates revealed three variables to be predictors of higher critical thinking scores: greater "age" (P = 0.01), baseline "knowledge" (P = 0.04) and a low self-efficacy score ("not at all confident") in "baseline self-efficacy in managing a patient's fluid levels" (P = .05). Conclusion: This study reveals that gains in knowledge with HPS do not equate to changes in critical thinking. It does expose the variables of older age, higher baseline knowledge and low self-efficacy in "managing a patient's fluid levels" as being predictive of higher critical thinking ability. Further study is warranted to determine the effect of repeated or sequential simulations (dosing) and timing after the HPS experience on critical thinking gains.

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“…[6][7][8] Studies also indicate that with simulation students have increased critical thinking skills. [9][10][11] Despite common use and evidence to support its effectiveness, the use of simulation in health professions education remains controversial. A meta-analysis conducted by Spence Laschinger [12] examined simulation among nursing, medicine, and rehabilitation therapy pre-licensure students and found that learners enjoy simulation and that it made learning easier.…”

Section: Simulationmentioning

confidence: 99%

Student self-confidence with clinical nursing competencies in a high-dose simulation clinical teaching model

McCabe

Gilmartin

Goldsamt

2016

JNEP

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Objective: This paper describes undergraduate nursing students' assessment of confidence in clinical practice within a model that uses a "high-dose" of clinical simulation to replace 50% of the traditional clinical experience hours in an upper division bachelor's degree program. We assessed changes in self-reported confidence between the middle and end of a two-year nursing curriculum. Design: Longitudinal design. We surveyed undergraduate nursing students to assess their perceived self-confidence in carrying out eight core competencies associated with generalist nursing practice with the Assessment of Nursing Education Scale (Robert Wood Johnson Foundation, 2009) at the mid-point (semester 2) and end of program (semester 4). Methods: Data were analyzed Generalized Linear models. To account for changes over time, we included program track (traditional BSN or 15-month accelerated second degree program) and gender (male/female) as co-variates in the models. Results: One hundred and twenty-two students completed the ANE at the two time points. Results for analysis of student confidence over time showed significant improvement on each of the eight domains of generalist nursing practice. There was no significant effect of gender or program type on student's perceived self-confidence. Conclusions: Overall significant improvement in students' self-assessed confidence from program mid-point to end-point lends support to the efficacy of a clinical teaching model that uses a high dose of simulation to substitute for traditional clinical hours.

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Patient Simulator Sessions and Critical Thinking

Cited by 67 publications

References 29 publications

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

The effect of human patient simulation on critical thinking and its predictors in prelicensure nursing students

Student self-confidence with clinical nursing competencies in a high-dose simulation clinical teaching model

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