TY - JOUR
T1 - Effects of high-fidelity patient simulation led clinical reasoning course
T2 - Focused on nursing core competencies, problem solving, and academic self-efficacy
AU - Lee, Juhee
AU - Lee, Yoonju
AU - Lee, Senah
AU - Bae, Juyeon
N1 - Publisher Copyright:
© 2016 Japan Academy of Nursing Science.
PY - 2016/1/1
Y1 - 2016/1/1
N2 - Aim: To examine the effects of high-fidelity patient simulation (HFPS) led clinical reasoning course among undergraduate nursing students. Methods: A quasi-experimental study of non-equivalent control group pretest-post test design was applied. A total of 49 senior nursing students participated in this study. The experimental group consisted of the students who took the "clinical reasoning" course (n=23) while the control group consisted of students who did not (n=26). Self-administered scales including the nursing core competencies, problem solving, academic self-efficacy, and Kolb learning style inventory were analyzed quantitatively using SPSS version 20.0. Data analysis was conducted using one-way ancova due to a significant difference in nursing core competencies between the experimental group and control group. Results: There was a significant improvement in nursing core competencies in the experimental group (F=7.747, P=0.008). The scores of problem solving and academic self-efficacy were higher in the experimental group after the HFPS led clinical reasoning course without statistical difference. Conclusion: There is a need for the development of effective instructional methods to improve learning outcomes in nursing education. Future research is needed related to simulation education as well as management strategies so that learning outcomes can be achieved within different students' learning style.
AB - Aim: To examine the effects of high-fidelity patient simulation (HFPS) led clinical reasoning course among undergraduate nursing students. Methods: A quasi-experimental study of non-equivalent control group pretest-post test design was applied. A total of 49 senior nursing students participated in this study. The experimental group consisted of the students who took the "clinical reasoning" course (n=23) while the control group consisted of students who did not (n=26). Self-administered scales including the nursing core competencies, problem solving, academic self-efficacy, and Kolb learning style inventory were analyzed quantitatively using SPSS version 20.0. Data analysis was conducted using one-way ancova due to a significant difference in nursing core competencies between the experimental group and control group. Results: There was a significant improvement in nursing core competencies in the experimental group (F=7.747, P=0.008). The scores of problem solving and academic self-efficacy were higher in the experimental group after the HFPS led clinical reasoning course without statistical difference. Conclusion: There is a need for the development of effective instructional methods to improve learning outcomes in nursing education. Future research is needed related to simulation education as well as management strategies so that learning outcomes can be achieved within different students' learning style.
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U2 - 10.1111/jjns.12080
DO - 10.1111/jjns.12080
M3 - Article
C2 - 26011663
AN - SCOPUS:84953838691
SN - 1742-7932
VL - 13
SP - 20
EP - 28
JO - Japan Journal of Nursing Science
JF - Japan Journal of Nursing Science
IS - 1
ER -