JuHee Lee1, Yoonju Lee2, Senah Lee3, Juyeon Bae4. 1. Yonsei University College of Nursing, Nursing Policy Research Institute, Seoul, Korea. 2. College of Nursing, Pusan National University, Yangsan, Korea. 3. Gangnam Severance Hospital, Seoul, Korea. 4. Yonsei University College of Nursing, Seoul, Korea.
Abstract
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.
RCT Entities:
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.