Medicine and Health Sciences Commons^™

Improving Communication Access With Deaf People Through Nursing Simulation: A Cross-Disciplinary Collaboration, Jamie L. Mccartney Ph.D., Tracy Gidden, Jennifer Biggs, Kathy Geething, Karl Kosko Ph.D.

Journal of Gender, Ethnic, and Cross-Cultural Studies

Baccalaureate nursing and sign language interpreting students participated in a pediatric discharge simulation with a deaf person playing the role of the baby’s parent. At the conclusion of the simulation, participants were emailed a consent letter and a link to a 17-item questionnaire developed by the authors. Responses were analyzed both quantitatively and qualitatively, whereby nonparametric statistics were calculated to examine Likert-scale items. A Mann-Whitney test statistic was calculated, instead of an independent samples t-test, given the smaller sample in the current study (n = 26). A question was posed to participants that evaluated their self-perception of the effectiveness of …

Debriefing For Meaningful Learning: Implementing A Train-The-Trainer Program For Debriefers, Aimee A. Woda, Jamie Hansen, Kristina Dreifuerst, Brandon Kyle Johnson, Anne Loomis, Nolan Cox, Cynthia Sherraden Bradley

College of Nursing Faculty Research and Publications

Debriefing for Meaningful Learning (DML) is a method of debriefing grounded in the theory of reflection used following a simulation or clinical learning experience to engage participants in an interactive dialogue aimed at examining and evaluating their thinking and decision-making processes. With increasing adoption of DML worldwide, a sustainable training program for nurse educators is needed. Attending conferences and workshops that provide training is challenging for many nurse educators because of time and cost constraints. One promising solution is the train-the-trainer (TTT) model. In this article, the development and implementation of a TTT model of DML debriefer training, adaptable to …

Debriefing: A Place For Enthusiastic Teaching And Learning At A Distance, Cynthia Sherraden Bradley, Brandon Kyle Johnson, Kristina Dreifuerst

College of Nursing Faculty Research and Publications

The current pandemic has required a quick response to the unprecedented suspension of face-to-face instruction in higher education worldwide. The rapid conversion of didactic, laboratory, and clinical courses to distance learning has been challenging, requiring integration of screen-based virtual simulations and other innovative learning activities. The importance of a robust debriefing of these learning opportunities is often neglected, which could be to the detriment of the students. Debriefing is based on strong narrative pedagogy, requiring an engaging and enthusiastic dialog. Despite long days of screen time, it is even more imperative to connect with students to create meaningful learning through …

Experimental & Simulation Approaches To Study Neuromuscular Control In People With Chronic Ankle Instability, Hoon Kim

Dissertations (1934 -)

Ankle sprains are among the most common musculoskeletal injuries, and up to 70% of people who sprain their ankles develop chronic ankle instability (CAI). Moreover, people who develop CAI have a significantly higher risk of developing ankle osteoarthritis. Recent research has identified neuromuscular deficits that may be responsible for the high recurrence rates of ankle sprains and for the progression towards ankle osteoarthritis in people with CAI. Unfortunately, current rehabilitation strategies are not completely successful because the mechanisms responsible for these deficits are not fully elucidated. Therefore, the purpose of this dissertation was to investigate individual muscle forces and force …

The Impact Of Simulation On Knowledge And Performance Gain Regarding Diabetic Patient Care, Aimee A. Woda, Jamie Hansen, Kristina Dreifuerst, Polly Anderson, Theresa Marie Hardy, Mauricio Garnier-Villarreal

College of Nursing Faculty Research and Publications

Background

It is essential that nurses be prepared to provide quality care for patients with diabetes, a common condition today. The purpose of this study was to evaluate the impact of a high-fidelity simulation on traditional prelicensure nursing students' knowledge and performance related to care of the diabetic patient.

Methods

This multisite, multimeasure study used a purposive, quasiexperimental [sic] pretest-posttest design.

Results

Simulation positively impacted performance change scores. Pretest scores were positively associated with simulation scores and posttest scores.

Conclusions

The findings from this study support the use of high-fidelity simulation to improve care of the diabetic patient.

Regulation Of Simulation Use In United States Prelicensure Nursing Programs, Cynthia Sherraden Bradley, Brandon Kyle Johnson, Kristina Dreifuerst, Patti White, Susan Kata Conde, Colleen H. Meakim, Kim Curry-Lourenco, Reba Moyer Childress

College of Nursing Faculty Research and Publications

Background

Simulation usage has proliferated throughout nursing education. Although nursing programs have sought integration of simulation to substitute traditional clinical learning hours, the variability of regulations between states raises questions about consistency of learner outcomes.

Methods

The Boards of Nursing (BONs) of the United States and the District of Columbia were queried by internet, phone, and email to discover regulations and guidelines for the use of simulation in nursing education.

Results

More than half of the BONs reported regulations for simulation use, but they varied greatly. Some had regulations defining a percentage of traditional clinical hours that could be replaced …

The Impact Of Simulation Sequencing On Perceived Clinical Decision Making, Aimee A. Woda, Jamie Hansen, Mary Paquette, Robert V. Topp

College of Nursing Faculty Research and Publications

An emerging nursing education trend is to utilize simulated learning experiences as a means to optimize competency and decision making skills. The purpose of this study was to examine differences in students' perception of clinical decision making and clinical decision making-related self-confidence and anxiety based on the sequence (order) in which they participated in a block of simulated versus hospital-based learning experiences.

A quasi-experimental crossover design was used. Between and within group differences were found relative to self-confidence with the decision making process. When comparing groups, at baseline the simulation followed by hospital group had significantly higher self-confidence scores, however, …

Nursing Student Perceptions Regarding Simulation Experience Sequencing, Aimee A. Woda, Theresa Gruenke Schnable, Penny Alt-Gehrman, Jamie Hansen

College of Nursing Faculty Research and Publications

BACKGROUND:

The use of simulated learning experiences (SLEs) have increased within nursing curricula with positive learning outcomes for nursing students. The purpose of this study is to explore nursing students' perceptions of their clinical decision making (CDM) related to the block sequencing of different patient care experiences, SLEs versus hospital-based learning experiences (HLEs).

METHOD:

A qualitative descriptive design used open-ended survey questions to generate information about the block sequencing of SLEs and its impact on nursing students' perceived CDM.

RESULTS:

Three themes emerged from the data: Preexperience Anxiety, Real-Time Decision Making, and Increased Patient Care Experiences.

CONCLUSION:

Nursing students identified …

Effect Of Sequence Of Simulated And Clinical Practicum Learning Experiences On Clinical Competency, Jamie Hansen

Dissertations (1934 -)

Delivery of clinical education using the traditional model involving faculty supervision of students in a hospital setting has become increasingly difficult for schools of nursing due to factors such as increased student enrollment and decreased clinical site availability. Simulated learning experiences (SLE) have increasingly been used as a supplement or replacement for a portion of nursing students’ traditional clinical learning experiences (CLE). There has been a call for research to ensure that new models for delivery of clinical education are built on a foundation of research. Although SLE have been increasingly used as a supplement to CLE, it is unknown …

Structured Debriefing And Students' Clinical Judgment Abilities In Simulation, Bette Mariani, Mary Ann Cantrell, Colleen H. Meakim, Patricia Prieto, Kristina Dreifuerst

College of Nursing Faculty Research and Publications

Background

Debriefing is a critical component of clinical simulation, yet there are limited studies that demonstrate the outcomes of debriefing on learners' clinical judgment.

Method

Using the Lasater Clinical Judgment Rubric, this mixed-method study examined the effects of structured debriefing after 2 clinical simulation experiences on 86 junior-level baccalaureate nursing students' clinical judgment. Debriefing for Meaningful Learning© was the method used for the structured debriefing sessions.

Results

The mean clinical judgment scores of the intervention group were higher and improved more over time compared with the mean scores of those in the control group; however, the differences were not statistically …

The Impact Of Supplemental Simulation On Newly Licensed Registered Nurses, Aimee A. Woda, Kristina Dreifuerst, Mauricio Garnier-Villarreal

College of Nursing Faculty Research and Publications

Background

Challenges exist for nursing students as they transition to their role as newly licensed registered nurses (NLRNs) due to a mismatch between their perceived readiness and role competency and the demands of the practice environment. Simulations with debriefing may be one strategy to better prepare students for the role of a NLRN. The purpose of this study was to explore whether supplementing traditional clinical experiences with simulation versus substituting simulation for traditional clinical experiences had an impact on NLRNs' perception of competence, work stress, and job satisfaction.

Sample

A convenience sample of 115 NLRNs from two successive graduating classes …