M J Goolsby1. 1. Patient Care Research Department at University Health Care System in Augusta, Georgia, USA. mgoolsby@uh.org
Abstract
PURPOSE: To develop a better understanding of the role of computer-assisted simulations (CAS) in nurse practitioner (NP) education by observing 4 pairs of students complete a CAS case. DATA SOURCES: Qualitative observational study of 8 students performing in a computer laboratory and a series of post-observation interviews. Observations were recorded, refined, coded, and quantified based on the theoretical framework of ecological psychology. CONCLUSIONS: Each pair of students established their own "personalities" for the completion of the task. Misinterpretation of information was common and the absence of a live patient interaction affected the reasoning process of the students. The students demonstrated the ability to develop a perspective on the case based on previous nursing experience. Students generally obtained adequate data on which to base differential/final diagnoses. Observations provided information regarding strengths and weaknesses of students and methods used to solve scenarios. IMPLICATIONS FOR PRACTICE: All students agreed that the CAS scenarios were realistic, useful learning experiences, and that the knowledge gained would be transferable to real clinical situations. Such experiences provide useful experience with terminology, sequencing of the examination, and decision-making.
PURPOSE: To develop a better understanding of the role of computer-assisted simulations (CAS) in nurse practitioner (NP) education by observing 4 pairs of students complete a CAS case. DATA SOURCES: Qualitative observational study of 8 students performing in a computer laboratory and a series of post-observation interviews. Observations were recorded, refined, coded, and quantified based on the theoretical framework of ecological psychology. CONCLUSIONS: Each pair of students established their own "personalities" for the completion of the task. Misinterpretation of information was common and the absence of a live patient interaction affected the reasoning process of the students. The students demonstrated the ability to develop a perspective on the case based on previous nursing experience. Students generally obtained adequate data on which to base differential/final diagnoses. Observations provided information regarding strengths and weaknesses of students and methods used to solve scenarios. IMPLICATIONS FOR PRACTICE: All students agreed that the CAS scenarios were realistic, useful learning experiences, and that the knowledge gained would be transferable to real clinical situations. Such experiences provide useful experience with terminology, sequencing of the examination, and decision-making.
Authors: Barbara J Polivka; Sarah Anderson; Steve A Lavender; Carolyn M Sommerich; Donald L Stredney; Celia E Wills; Amy R Darragh Journal: Games Health J Date: 2018-09-19