Hyunsook Shin1, Hyunhee Ma2, Jiyoung Park3, Eun Sun Ji4, Dong Hee Kim5. 1. Kyung Hee University College of Nursing Science, 100 Kyungheedaero, Hoegidong, Dongdaemungu, Seoul South Korea. Electronic address: hsshin@khu.ac.kr. 2. Kyung Hee University College of Nursing Science, 100 Kyungheedaero, Hoegidong, Dongdaemungu, Seoul South Korea. Electronic address: mahh@khu.ac.kr. 3. Kyung Hee University College of Nursing Science, 100 Kyungheedaero, Hoegidong, Dongdaemungu, Seoul South Korea. Electronic address: sky831113@naver.com. 4. Department of Nursing, Konkuk University, Glocal Campus, 268 Chungwon-daero, Chungju-si, Chungcheongbuk-do 380-701, South Korea. Electronic address: esji@kku.ac.kr. 5. College of Nursing, Sungshin Women's University, 76 ga-gil, Dobong-ro, Kangbuk-gu, Seoul, South Korea 140-732. Electronic address: dhkim@sungshin.ac.kr.
Abstract
BACKGROUND: The use of simulations has been considered as opportunities for students to enhance their critical thinking (CT), but previous studies were limited because they did not provide in-depth information on the working dynamics of simulation or on the effects of the number of simulation exposures on CT. OBJECTIVES: This study examined the effect of an integrated pediatric nursing simulation used in a nursing practicum on students' CT abilities and identified the effects of differing numbers of simulation exposures on CT in a multi-site environment. DESIGN: The study used a multi-site, pre-test, post-test design. PARTICIPANTS AND SETTINGS: A total of 237 nursing students at three universities enrolled in a pediatric practicum participated in this study from February to December 2013. METHODS: All three schools used the same simulation courseware, including the same simulation scenarios, evaluation tools, and simulation equipment. The courseware incorporated high-fidelity simulators and standardized patients. Students at school A completed one simulation session, whereas students at schools B and C completed two and three simulation sessions, respectively. Yoon's Critical Thinking Disposition tool (2008) was used to measure students' CT abilities. RESULTS: The gains in students' CT scores varied according to their numbers of exposures to the simulation courseware. With a single exposure, there were no statistically significant gains in CT, whereas three exposures to the courseware produced significant gains in CT. In seven subcategories of critical thinking, three exposures to the simulation courseware produced CT gains in the prudence and intellectual eagerness subcategories, and the overall simulation experience produced CT gains in the prudence, systematicity, healthy skepticism, and intellectual eagerness subcategories. CONCLUSIONS: Simulation courseware may produce positive learning outcomes for prudence in nursing education. In addition, the findings from the multi-site comparative study may contribute to greater understanding of how patient simulation experiences impact students' CT abilities.
BACKGROUND: The use of simulations has been considered as opportunities for students to enhance their critical thinking (CT), but previous studies were limited because they did not provide in-depth information on the working dynamics of simulation or on the effects of the number of simulation exposures on CT. OBJECTIVES: This study examined the effect of an integrated pediatric nursing simulation used in a nursing practicum on students' CT abilities and identified the effects of differing numbers of simulation exposures on CT in a multi-site environment. DESIGN: The study used a multi-site, pre-test, post-test design. PARTICIPANTS AND SETTINGS: A total of 237 nursing students at three universities enrolled in a pediatric practicum participated in this study from February to December 2013. METHODS: All three schools used the same simulation courseware, including the same simulation scenarios, evaluation tools, and simulation equipment. The courseware incorporated high-fidelity simulators and standardized patients. Students at school A completed one simulation session, whereas students at schools B and C completed two and three simulation sessions, respectively. Yoon's Critical Thinking Disposition tool (2008) was used to measure students' CT abilities. RESULTS: The gains in students' CT scores varied according to their numbers of exposures to the simulation courseware. With a single exposure, there were no statistically significant gains in CT, whereas three exposures to the courseware produced significant gains in CT. In seven subcategories of critical thinking, three exposures to the simulation courseware produced CT gains in the prudence and intellectual eagerness subcategories, and the overall simulation experience produced CT gains in the prudence, systematicity, healthy skepticism, and intellectual eagerness subcategories. CONCLUSIONS: Simulation courseware may produce positive learning outcomes for prudence in nursing education. In addition, the findings from the multi-site comparative study may contribute to greater understanding of how patient simulation experiences impact students' CT abilities.
Authors: Vanessa Arizo-Luque; Lucía Ramirez-Baena; María José Pujalte-Jesús; María Ángeles Rodríguez-Herrera; Ainhoa Lozano-Molina; Oscar Arrogante; José Luis Díaz-Agea Journal: Healthcare (Basel) Date: 2022-05-18
Authors: Luciana Mara Monti Fonseca; Juliana Cristina Dos Santos Monteiro; Natália Del'Angelo Aredes; Juliana Villela Bueno; Aline Natália Domingues; Verónica Rita Dias Coutinho; Rui Carlos Negrão Baptista Journal: Rev Lat Am Enfermagem Date: 2020-06-19