Nursing Commons^™

Dnp Final Report: Developing Competence And Improving Patient Safety With Documentation Training In The Simulated Environment, Laura Zebreski

DNP Final Reports

With the advent of electronic health records, nursing documentation has declined in quality. Poor documentation exposes patients to safety risks. Nursing documentation is subject to legal standards set by the Texas State Board of Nursing. A DNP scholarly project was designed to create a learning and safety intervention to train student nurses to provide correct documentation before entering clinical settings. The goal of this project was to prepare nursing students to provide quality documentation that fulfills the legal standard to attempt to correct the current deficiencies seen in practice and promote patient safety. For this project, the students took a …

Measuring Learning And Engagement During Debriefing: A New Instrument, Shelly Jensen Reed

Faculty Publications

Background: Debriefing is considered to be where the bulk of learning takes place. Examination of debriefing is needed to help determine if facilitation methods effectively contribute to the learning process. More instruments are needed to evaluate all key debriefing elements, and no tools exist that evaluate participant engagement in the learning process.

Method: Kolb’s experiential learning theory was used to inform tool development. The focus of the new instrument is behaviors that indicate engagement with the learning process as the learner moves through Kolb’s learning cycle. A qualitative study of debriefing facilitators was performed, and a behaviorally anchored instrument was …

Pilot Project: Developing A Standardized Evidence-Based Education Process For Nurses To Enhance New Medication Eduction Of Hospitalized Patients With Heart Failure, Michele Ann Crotteau

Doctor of Nursing Practice Projects

Problem Description: Research has shown that health information is difficult for the average adult to understand while clear communication helps patients feel involved and increases adherence to treatment. The Joint Commission recommends Health Literacy (HL) assessment and the use of the Teach Back Method (TBM). Medication errors that occur between the RN and elderly patient are preventable when the RN communicates effectively about the patient’s medications. A paucity of research exists evaluating TBM for nurse-patient communications. This Quality Improvement (QI) Pilot Project (PP) took place over 3-months, aimed to improve new medication education to elderly patients with Heart Failure (HF). …

Written Debriefing: Evaluating The Impact Of The Addition Of A Written Component When Debriefing Simulations, Shelly Jensen Reed

Faculty Publications

Debriefing, the reflective period following a simulation, is said to be where the bulk of simulation learning takes place. Many expert opinions regarding debriefing exist, but evidence-based best practices have yet to be identified. Written debriefing is one of these practices; experts state learning can be extended through the addition of a written component to the debriefing process, but no evidence exists to support this. This study compares three debriefing types: discussion alone, and discussion followed by journaling or blogging. Undergraduate nursing students participating in a simulation were randomized as a simulation group to one of these three debriefing types. …

Nursing Students’ Experiences With High-Fidelity Simulation, Rana Halabi Najjar, Bret Lyman, Nick Miehl

Faculty Publications

Research has revealed the effectiveness of simulation for facilitating student development of self-efficacy, knowledge, clinical judgment, and proficiency in technical skills. This grounded theory study was conducted to describe the experience of nursing students in high-fidelity simulation and develop a model which explicates the experience of nursing students in simulation. Focus group interviews were conducted with three cohorts of students enrolled in a baccalaureate nursing program who experienced simulation four to twelve times per academic year. Five prominent themes emerged during analysis Emotional Processing; Anxiety; Making Connections; Fidelity; and Learning. The Simulation Learning Model – Student Experience (SLM-SE) was developed …

High-Stakes Evaluation: Five Years Later, Tonya Rutherford-Hemming, Suzan Kardong-Edgren, Teresa Gore, Patricia K. Ravert, Mary Anne Rizzolo

Faculty Publications

This article compares the International Nursing Association of Clinical Simulation and Learning (INACSL) memberships' thoughts and discussions about the use of simulation for high- stakes evaluation in nursing education to a similar town hall discussion, five years ago. Data on the topic of high-stakes testing were collected through a survey before the INACSL conference in June 2014. During a town hall meeting at the conference, the survey data was presented, attendees shared their thoughts and reacted to prepared comments by selected simulation leaders. Half of the town hall attendees favored high stakes testing before the survey findings and discussion. This …

Nln/Jeffries Simulation Framework: State Of The Science Summary, Patricia K. Ravert, Julie Mcafoees

Faculty Publications

In summer 2011, a research task force from the International Association of Clinical Simulation and Learning (INACSL), in consultation with Dr. Pamela Jeffries, invited international nursing researchers and educators to participate in a project to evaluate state-of-the-science and existing research regarding the simulation model/framework (Jeffries, 2005, Jeffries, 2007). The model/framework was developed to define simulation education variables and provide an organized guide. The 21 researchers and educators worked on one of five teams, one for each of the five existing major model/framework constructs (Teacher, Student, Educational Practices, Outcomes, and Simulation Design Characteristics).

Debriefing Experience Scale: Development Of A Tool To Evaluate The Student Learning Experience In Debriefing, Shelly Jensen Reed

Faculty Publications

Background: Debriefing represents the reflection phase of the simulation process, in which feelings are resolved and learning is solidified, but the nursing student experience during debriefing is largely unknown.

Method: The Debriefing Experience Scale was developed from debriefing literature and expert opinion. This scale was used in 2 research studies and refined through the use of factor analysis.

Results: The resulting scale, divided into 4 subscales, consists of 20 items defining the nursing student debriefing experience.

Conclusions: The Debriefing Experience Scale has the potential to assist in providing further insight.

Nursing Students: Untapped Resource For Running Computerized Patient Simulators, Starla Aragon, Amy Kotter, Patricia K. Ravert, Suzan E. Kardong-Edgren

Faculty Publications

High-fidelity simulation (HFS) is sweeping the nation as a legitimate and exciting new resource for nursing educators. As with most new technologies, HFS is not without its difficulties. It can be a costly program to run and may also cause anxiety among the faculty required for implementation. There is a simple solution to help increase the ease of its implementation: using student workers. This article discusses how using students to help run the simulations can not only reduce overall cost and anxiety associated with this new technology but also increase learning among those participating in HFS.

Designing A Simulation For Student Evaluation Using Scriven's Key Evaluation Checklist, Shelly Jensen Reed

Faculty Publications

Human patient simulation use has increased dramatically in nursing education over the past 10 years, with many benefits. One advantage is that it allows students to learn by practicing skills in a risk-free environment, with immediate faculty feedback. Another benefit is that it prepares and ensures the competence of student nurses, leading to improved patient safety outcomes. Student opinions gathered in a survey of nursing schools and simulator centers favored use of competency evaluation using simulation in at least some circumstances. As little research concerning use of simulation to evaluate student competency can be found, an established guide such as …