Why Can??t New Grads Think Like Nurses?

Bueno, Dorothy J. del

doi:10.1097/00006223-199407000-00008

Cited by 37 publications

(16 citation statements)

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“…The findings in this simulation of multiple patients echo those of a previous finding of student performance reported by del Bueno in 1994, 21 where she illustrated evidence of disconnect between nursing education and critical thinking at the bedside. Del Bueno collected data using video simulations for critical-thinking skill evaluation of newly graduated nurses and found students nurses and found students unable to differentiate patient issues needing immediate intervention.…”

Section: Discussionsupporting

confidence: 84%

“…In addition, blood gas disorders could accurately be determined but not the etiology of the problem despite several clues given by faculty. 21 This finding and the events that occurred in our SLE deserve attention by the nursing community as they illustrate fundamental flaws in the thinking and operationalizing of nursing ability at, or just prior to, graduation.…”

Section: Discussionmentioning

confidence: 86%

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Learning From Mistakes in a Simulated Nursing Leadership Laboratory

Schultz

Shinnick

Judson

2012

CIN: Computers, Informatics, Nursing

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Section: Discussionsupporting

confidence: 84%

Section: Discussionmentioning

confidence: 86%

Learning From Mistakes in a Simulated Nursing Leadership Laboratory

Schultz

Shinnick

Judson

2012

CIN: Computers, Informatics, Nursing

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“…Though not a new topic, (del Bueno, 1994;Laschinger, 1986;Stiernborg and Zaldival, 1996), a recent publication has highlighted a disconnect between nursing education and CT at the bedside (Benner, et al, 2010). In this report of the Carnegie Foundation study, the authors recommended that clearer links be made between nursing theory and clinical practice.…”

Section: Discussionmentioning

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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“…The Nursing and Midwifery Board of Ireland defines competence within parameters defined by focus groups commissioned to analyse the concept. The working definition used by The Nursing and Midwifery Board of Ireland is also based on the works of and a consensus definition was achieved [22][23][24][25]. However, with an issue so fundamental and the application of tools of assessment so diverse as a result, the definition needs to be more definitive and unequivocal.…”

Section: Pre-registration Competencymentioning

confidence: 99%

An Analysis of the Concept of Competence in Nursing Education

Scanlon¹

2017

Adv Practice Nurs

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Aim: The purpose of this paper is to present an analysis of the concept of competence of nurses and examine how competence is currently measured.Background: Nurse Education curricula have adopted a competency based model without clear and unequivocal understanding of the meaning of competence. Competence is reported to be developed incrementally and individually situated in a binary definition, these two positions have lead to confusion within nursing practice and nurse education.

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Why Can??t New Grads Think Like Nurses?

Cited by 37 publications

References 0 publications

Learning From Mistakes in a Simulated Nursing Leadership Laboratory

Learning From Mistakes in a Simulated Nursing Leadership Laboratory

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

An Analysis of the Concept of Competence in Nursing Education

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