Comparison of Simulation Exposure in Accelerated Undergraduate Nursing Education and its Effect on Clinical Judgement and Critical Thinking Development

Volume 7, Issue 4, August 2022     |     PP. 119-134      |     PDF (205 K)    |     Pub. Date: July 19, 2022
DOI: 10.54647/education88356    71 Downloads     4759 Views  

Author(s)

Joanne M. Knoesel, Pace University, College of Health Professions, Lienhard School of Nursing, 163 William Street, New York, NY 10038, United States

Abstract
Background
Simulations can provide the environment for learners to enhance their critical thinking skills through repeated practice, reflection, and retention of experiences, which may impact the care and safety of their patients in the future (Jeffries, 2007).  Evidence is lacking on the relationship of critical thinking development with the use of simulation, even though the use of higher order thinking is essential to deliver safe nursing care.
Method
The quasi-experimental, two-group, pre-post design compared, Health Education Systems Inc. (HESI) clinical judgement and critical thinking scores, of accelerated nursing students (who were exposed to simulation for 10% of their traditional clinical time) compared to accelerated nursing students (who were exposed to simulation for 25% of their traditional clinical time) in an undergraduate baccalaureate nursing program.
Results
There were significant differences in the means in the nursing judgement competency scores between students that had 10% and 25% simulation (p=0.013) and the critical thinking scores between students that had 10% and 25% simulation (p=0.022). Specifically, there were higher mean scores for cohorts of students who experienced 10% simulation.
Conclusion/Implications
This study provides novel findings for the relationship between simulation percentage and the development of clinical judgement and critical thinking skills in undergraduate nursing students.

Keywords
Simulation, accelerated undergraduate nursing students, critical thinking, HESI

Cite this paper
Joanne M. Knoesel, Comparison of Simulation Exposure in Accelerated Undergraduate Nursing Education and its Effect on Clinical Judgement and Critical Thinking Development , SCIREA Journal of Education. Volume 7, Issue 4, August 2022 | PP. 119-134. 10.54647/education88356

References

[ 1 ] Adib-Hajbaghery, M., & Sharifi, N. (2017). Effect of simulation training on the development of nurses and nursing students' critical thinking: A systematic literature review. Nurse education today, 50, 17-24.
[ 2 ] American Association of Colleges of Nursing, (2020). 10 years of Race/Ethnicity data, 2015-2019. https://www.aacnnursing.org/Diversity-Inclusion/Latest-Data
[ 3 ] Benner, P. (1984). From novice to expert. Menlo Park.
[ 4 ] Benner, P., Hughes, R. G., & Sutphen, M. (2008). Clinical reasoning, decision making, and action: Thinking critically and clinically. Patient safety and quality: An evidence-based handbook for nurses.
[ 5 ] Beroz, S., & Hallmark, B., (2017). A statewide survey of simulation practices using NCSBN simulation guidelines. Clinical Simulation in Nursing, 13, 270-277.
[ 6 ] Elsevier, (2016). Whitepaper Scientific Evidence for Elsevier HESI™ Exams and Products.
[ 7 ] Hayden, J. K., Smiley, R. A., Alexander, M., Kardong-Edgren, S., & Jeffries, P. R. (2014). The NCSBN National Simulation Study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regulation, 5(2), C1-S64.
[ 8 ] INACSL Standards Committee. (2016, December). INACSL Standards of best practice:  SimulationSM. Clinical Simulation in Nursing, 12(S), S1-S47.
[ 9 ] Jeffries, P. R. (2007). Simulation in nursing education: From conceptualization to evaluation. New York: National League for Nursing.
[ 10 ] Knoesel, J. M. (2017). Comparison of simulation exposure in accelerated undergraduate nursing education and its effect on critical thinking development.  Sigma Repository. Retrieved from Sigma Repository http://hdl.handle.net/10755/605107.
[ 11 ] Lapkin, S., Levett-Jones, T., Bellchambers, H., & Fernandez, R. (2010). Effectiveness of patient simulation manikins in teaching clinical reasoning skills to undergraduate nursing students: A systematic review. Clinical simulation in Nursing, 6(6), e207-e222.
[ 12 ] Lauer, M. E., & Yoho, M. J. (2013). HESI Exams: Consequences and Remediation. Journal of Professional Nursing, 29(2S), S22-S27.
[ 13 ] Morrison, S., Adamson, C., Nibert, A., & Hsia, S. (2004). HESI Exams: An Overview of Reliability and Validity. Computer Informatics Nursing, 22(4).
[ 14 ] Morrison, S., Nibert, A., & Flick, J. (2006). Critical Thinking and test item writing (2nd ed.). Houston, TX: Health Education Systems.
[ 15 ] National Council Licensure Examination for Registered Nurses (NCLEX-RN Examination), 2014 NCLEX-RN Test Plan. Retrieved from NCSBN.org/2013_PN_TestPlan.pdf
[ 16 ] Tanner, C. A. (2006). Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of nursing education, 45(6), 204-211.
[ 17 ] Theobald, K. A., Tutticci, N., Ramsbotham, J., & Johnston, S. (2021). Effectiveness of using simulation in the development of clinical reasoning in undergraduate nursing students: A systematic review. Nurse Education in Practice, 57, 103220.