Effects of high‐fidelity patient simulation led clinical reasoning course: Focused on nursing core competencies, problem solving, and academic self‐efficacy. Issue 1 (24th May 2015)

• Record Type: Journal Article
• Authors: Lee, JuHee; Lee, Yoonju; Lee, Senah; Bae, Juyeon
• Is Part Of: Japan journal of nursing science. Volume 13:Issue 1(2016)
• Page Start: 20
• Page End: 28
• Publication Date: 2015-05-24
• Subjects: clinical reasoning -- high‐fidelity patient simulation -- learning styles -- nursing education; Nursing -- Periodicals; Nursing -- East Asia -- Periodicals; 610.73
• DOI: 10.1111/jjns.12080
• Languages: English
• ISSNs: 1742-7932

Abstract

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‐wayancova 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.