Clinical Reasoning, Problem-solving, Satisfaction
Conditions
Keywords
Problem-solving, clinical reasoning, student satisfaction, clinical reasoning, student satisfaction, high-fidelity simulation, nursing education
Brief summary
High-fidelity simulation (HFS) has become a favorable innovative teaching-learning method to facilitate students' learning in professional development in nursing. During the simulation, a variety of skills can be improved through HFS. This mixed randomized-control and qualitative study aims to examine the effects of the structured HFS guideline on PS, CR and Student Satisfaction and Self-Confidence in Learning in undergraduate nursing students and understand their learning experience in HFS.
Detailed description
Nurses are facing new challenges of immediate clinical management for safer and higher quality of patient care in the current practice (Levette - Jones et al. 2018). Students are required to have independent learning and higher-intellectual skills, including problem-solving (PS) and clinical reasoning (CR), for pursuing better clinical judgements and decision-making and the most cost-effective practice (Levette - Jones et al. 2018). High-fidelity simulation (HFS) is one of the innovative and effective methods that allow students to apply integrated knowledge and skills in a designed simulated case scenario to develop higher-intellectual skills (Linn et al., 2012) and self-confidence. To allow students to achieve their HFS with enhancement of skill development and self-confidence in learning, a structured guideline is useful. This structured guideline can help course coordinators to maintain consistence in simulation teaching. Therefore, this study aims to understand students' skill development and self- confidence in learning through the HFS.
Interventions
OTHERStructured guideline
Students in the intervention group will receive more learning materials before study. The structured guideline will be used to facilitate students' learning in simulation by the facilitator.
Sponsors
Tung Wah College
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
OTHER
Masking
DOUBLE (Subject, Outcomes Assessor)
Masking description
The research assistant will assign students randomly in either interventional or control group. Students also did not know which group their facilitator is responsible.
Intervention model description
Students will be randomly assigned in either interventional group or control group. There are two facilitators. Each facilitator will be consistently responsible for either interventional group or control group.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
Students who * are undergraduate nursing students * aged 18 or above
Exclusion criteria
Students who * are enrolled in the courses with high-fidelity simulation * Have had clinical placement
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Problem-solving skills | 6 months | Problem-solving Inventory (PSI) It consists of 32 items with a six-point Likert scale. The PSI includes three subscales: Problem-Solving Confidence (PSC) (11 items), Approach-Avoidance Style (AAS) (16 items) and Personal Control (PC) (5 items). PSC is to assess self-perceived confidence, belief and self-assurance effectively in solving problems. AAS is to measure an individual's tendency of response to approach or avoid problems. PC is to assess elements of self-control on emotions and behavior. |
| Nurses' Clinical Reasoning | 6 months | Nurses' Clinical Reasoning Scale (NCRS) includes 15 items with a Likert five-point scale to assess students' CR competence. Higher scores indicate higher clinical reasoning competence. |
| Student Satisfaction and Self-Confidence in Learning | 6 months | The Student Satisfaction and Self-Confidence in Learning consists of 13 items with 5-likert scales to measure students' perception of their satisfaction and self-confidence in learning. Five items are related to students' satisfaction in simulation-based learning activities and the remaining eight items concerns self-confidence in learning. |
Countries
Hong Kong
Contacts
Primary ContactDavid Wong, PhD
Outcome results
None listed