Situated Simulation-Based Learning Environment to Improve Proportional Reasoning in Nursing Students

Dubovi, Ilana; Levy, Sharona T.; Dagan, Efrat

doi:10.1007/s10763-017-9842-2

Cited by 13 publications

(9 citation statements)

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“…These findings are consistent with the nursing literature reports. Several studies into nursing research found that students' achievements after learning with well-designed, computerbased simulations were higher than with traditional lecture-based instruction (e.g., Dubovi et al, 2017b;McMullan, Johes & Lea, 2010;Moule et al, 2008;Öztürk & Dinç, 2014). Furthermore, numerous studies that compared learning with computer-based simulations to mannequin-based simulations revealed that online simulations are at least as good as mannequin-based simulations in teaching clinical knowledge and reasoning (Arnold et al, 2013;Durmaz, et al, 2012;Hegland et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Designing for online computer-based clinical simulations: Evaluation of instructional approaches

Dubovi

2018

Nurse Education Today

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This study proposes that well-designed online simulations can improve nursing students' clinical reasoning. The Simple-to-Complex approach was found to be more efficient than Productive Failure for online learning. Learning with Simple-to-Complex approach was behaviorally more engaging and students' achievements were higher, which implies that instructional process facilitates learning, and therefore have to be taken in consideration by nurse educators. Integration of computerized educational modalities within nursing education is discussed.

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Section: Discussionmentioning

confidence: 99%

Designing for online computer-based clinical simulations: Evaluation of instructional approaches

Dubovi

2018

Nurse Education Today

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“…[29] Simulations can range from simple experiences, for example questions presented with visual aids like a bottle of pills or a syringe, to complex experiences such as staged clinical situations where actors are employed to act as the patient and the student has to interpret medication orders and complete a dosage calculation before administering the medication. Both low fidelity simulations [47,48,56] and high fidelity simulations [32] improve dose calculation test scores. The use of standardized patients in dose calculation simulations improves test scores and reduces math anxiety.…”

Section: Discussionmentioning

confidence: 99%

The relationship between math personality, math anxiety, test preparation strategy and medication dose calculations in first year nursing students

Osahor

Woodend

Mackie

2019

JNEP

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The objectives of this study were twofold: (1) To determine the predictors of performance on a medication dose calculation test in first year baccalaureate nursing students. The variables studied were: level of math anxiety; math personality; arithmetic ability; program of study; age; and the number of strategies used to prepare for a medication dose calculation test. (2) To determine the factors that affect math anxiety. The variables studied were: arithmetic ability, program of study, math personality, the number of test preparation strategies used and age. Participants consisted of a convenience sample (n = 163) from the first year of a Canadian baccalaureate nursing program. Participants completed a mathematics test, which served as a baseline measure of arithmetic ability. They also completed a series of online questionnaires on math anxiety and math personality, age and program of study (compressed program vs. collaborative program). Participants then completed a medication dose calculation test after which they were asked how many different strategies that they had used in preparation for the test. Performance on the medication dose calculation test was regressed on arithmetic ability, mathematics anxiety, program of study, mathematics personality, the number of test preparation strategies and age. Math anxiety was regressed on pretest score, program of study, math personality, the number of test preparation strategies used and age. The variables found to predict performance on the medication dose calculation test were anxiety and program of study. Of the predictors investigated, only the “Inchworm” math personality and number of test preparation strategies used by students significantly predicted anxiety. Strategies to improve nursing students’ ability to perform dosage calculations should incorporate anxiety-reducing tactics as anxiety was found to be a key predictor of performance on the medication dose calculation test. These strategies should focus on supporting students who possess an “inchworm” math personality.

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“…Bentley & Yates [8] found that in mathematics, working examples can help students to improve their proportional reasoning. Another finding from Dubovi et al [9] study, they found that Simulation-Based Learning Environment could assist nursing students in increasing proportional reasoning. Erlina et al [10] used evidence-based reasoning to improve students' scientific reasoning in general.…”

Section: Introductionmentioning

confidence: 92%

Could STEM-based Phenomenon Learning Improve Students’ Proportional Reasoning?

2020

ILHSS-20, TILEIS-20 &Amp; EABID-20 March 2-4, 2020 Istanbul (Turkey)

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This study investigated the influence of Science, Technology, Engineering, and Mathematics (STEM) based phenomenon learning on students' proportional reasoning. The embedded mixed method design was utilized with 25 senior high school students in the East Java Province, Indonesia at the 2019/2020 school year. The data were collected via written tests (pretest and posttest) and interviews to find the effect of STEM-based phenomenon learning on students' proportional reasoning. Data were analyzed with the Wilcoxon signed-rank test and categorized into five levels of proportional reasoning. The result showed that STEM-based phenomenon learning led to no statistically significant increase in the students' proportional level. There was also a slight decrease in the percentage of students who categorized as level 4 (ration). In particular, the qualitative analysis documented that the students only focus on the proportion of one variable that changes and does not pay attention to changes in other variables. The students also indicated to provide an inverse proportion.

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Situated Simulation-Based Learning Environment to Improve Proportional Reasoning in Nursing Students

Cited by 13 publications

References 50 publications

Designing for online computer-based clinical simulations: Evaluation of instructional approaches

Designing for online computer-based clinical simulations: Evaluation of instructional approaches

The relationship between math personality, math anxiety, test preparation strategy and medication dose calculations in first year nursing students

Could STEM-based Phenomenon Learning Improve Students’ Proportional Reasoning?

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