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|a RT73.5.D65 2013_Dolan-BidermanMary |2 BU-Local |
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|a Student nurses' caring efficacy : the influence of high-fidelity simulation |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2013. |
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|a xiv, 127 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2013. |
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|a Includes bibliographical references (leaves 98-106). |
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|a 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. |
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|a 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. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Nursing |x Study and teaching |x Simulation methods. |
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|a Nursing students |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001682/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/82/00001/RT73_5_D65 2013_Dolan-BidermanMarythm.jpg |
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|a Theses and Dissertations |
