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|a RT74.R55 2014_RilesRoxene |2 BU-Local |
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|a Human patient simulation training and critical thinking in graduate nurses |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2014. |
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|a vii, 67 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2014. |
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|a Includes bibliographical references (leaves 56-65). |
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|a Copyright Roxene Susan Riles. 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 As the healthcare industry places more demands on nursing, a variety of instructional strategies are utilized to facilitate learning and promote critical thinking and self-efficacy (Fowler, 1998). Human patient simulation provides a realistic training experience without putting patients at risk. The purpose of this study was to determine whether the use of human patient simulation increased the critical thinking of new graduate nurses who were transitioning into an acute care healthcare facility compared to a group of their peers who did not receive the simulation experience. The study utilized a posttest only study design with a quasi-experimental procedure for assigning participants to the experimental and control groups. Thirty-nine graduate nurses with less than two years of experience in a pediatric acute care setting consented to participate in the study. The treatment group (n = 20) completed human patient simulation scenarios throughout a 22 week graduate orientation program and then completed the Critical Thinking Outcome Exam (CTOE). The control group (n = 19) completed the CTOE exam prior to attending a graduate orientation program and did not have the benefit of simulated experience. No statistically significant difference was noted between the treatment and the control group CTOE scores at the 0.05 alpha level. The design of the study had several limitations, including lack of true randomization and the fact that the control group was tested on the outcome measure before the orientation, while the treatment group was tested after the orientation. Because the non-significant findings approached significance (p = .10) and were in the predicted direction, there may be some value in replicating the study with better alignment between control and experimental group conditions and true randomization. |
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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 (Graduate). |
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|a Critical thinking |x Ability testing. |
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|a Intensive care nursing. |
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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/AA00001685/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/16/85/00001/RT74_R55 2014_RilesRoxenethm.jpg |
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|a Theses and Dissertations |
