Student nurses' caring efficacy : the influence of high-fidelity simulation

Material Information

Title:
Student nurses' caring efficacy : the influence of high-fidelity simulation
Series Title:
Barry University Dissertations -- College of Nursing and Health Sciences
Creator:
Dolan-Biderman, Mary
Place of Publication:
Miami, Fla.
Publisher:
Barry University
Publication Date:
Language:
English
Physical Description:
xiv, 127 leaves : ill. ; 28 cm

Thesis/Dissertation Information

Degree Disciplines:
Nursing

Notes

Abstract:
Background: Various factors have influenced the way student nurses are educated. The primary influences are changes in the healthcare environment, including high patient acuity, increasing complexity, shortened length of hospital stay, emphasis on quality and error prevention, and advancement of technology, which have driven implementation of new methods to provide education for healthcare students (Tanner, 2006). New educational technology such as simulation is available and provides effective learning strategies grounded on educational theory. Due to the advancement of technology in the healthcare setting, the caring relationship between nurse and patient is diminishing. Purpose: The purpose of this quantitative study was threefold: (1) to examine the influence of high-fidelity simulation on students nurses’ caring efficacy; (2) to identify relationships between select demographic variables (i.e., age, gender, and previous healthcare experience and caring efficacy); and (3) to specify relative contributions of select demographic variables and previous healthcare experience to student nurses’ caring efficacy. Theoretical Framework: Jean Watson's Theory of Caring and Albert Bandura’s Social Cognitive Theory guided this study. Methods: A pretest/ posttest quasi-experimental design was used to test the influence of high-fidelity simulation and student nurses’ caring efficacy. Results: The hypotheses tests of the study produced interesting results. Four hypotheses were not supported by study data, and one hypothesis was supported. Hypothesis 4 was accepted, which stated that there will be a significant difference between the pretest and posttest scores of student nurses who received a high-fidelity simulation class. The results indicated a significant difference, z = 7.624, p < .001. Conclusion: The posttest caring efficacy scores were significantly higher than the pretest scores. The results of this hypothesis endorse the use of high-fidelity simulation to enhance a student nurses’ ability to learn and apply the concept of caring employing the caring efficacy scale.
Thesis:
Thesis (Ph.D.)--Barry University, 2013.
Bibliography:
Includes bibliographical references (leaves 98-106).

Record Information

Source Institution:
Barry University
Holding Location:
Barry University Archives and Special Collections
Rights Management:
Copyright Mary Dolan-Biderman. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Resource Identifier:
RT73.5.D65 2013_Dolan-BidermanMary ( BU-Local )
Classification:
RT73.5.D65 2013 ( lcc )

BUDC Membership

Aggregations:
Barry University
Theses and Dissertations