Nursing Commons^™

Proactive Policy Planning For Unexpected Student Distress During Simulation, Janet Willhaus, Mitzi Averette, Michael Gates, Janet Jackson, Susan Windnagel

Janet Willhaus

Stress reactions resulting from participation in simulation scenarios are seldom reported in the literature but are often informally discussed by simulation faculty seeking guidance to manage the occurrences. Although simulation faculty members often describe events where a single learner’s distress interrupted learning for all involved, no examples of policies to plan for this kind of occurrence are available in the simulation literature. This article offers suggested best practices for identifying and assisting students who exhibit uncontrolled stress in simulation and includes a sample policy for planning.

The Effect Of Curricular Sequencing Of Human Patient Simulation Learning Experiences On Students’ Self-Perceptions Of Clinical Reasoning Abilities, Rebecca Jensen

Rebecca S Jensen

It is unknown whether timing of human patient simulation (HPS) in a semester, demographic (age, gender, and ethnicity), and situational (type of program and previous baccalaureate degree and experience in healthcare) variables affects students‘ perceptions of their clinical reasoning abilities. Nursing students were divided into two groups, mid and end of semester HPS experiences. Students‘ perceptions of clinical reasoning abilities were measured at Baseline (beginning of semester) and Time 2 (end of semester), along with demographic and situational variables. Dependent variable was Difference scores where Baseline scores were subtracted from Time 2 scores to reveal changes in students‘ perceptions of …

Student Evaluations Of Interprofessional Simulation, Rebecca Jensen, Deborah Poling

Rebecca S Jensen

Statement of problem While the 2010 report “The Future of Nursing: Leading Change, Advancing Health” proposes that nurses work collaboratively with other health care professionals, relatively little has been published on the use of simulation to achieve this goal in nursing and other disciplines. Student ratings of and interprofessional simulation and its effect on collaboration with other disciplines will provide valuable information on ways to improve interprofessional simulations.

Hypotheses

1. Students’ self-ratings of confidence for patient care will improve from beginning to end of the simulation.
2. Students’ self-rating of collaborative learning will improve from beginning to end of the simulation.
3. Students …