Clinical Judgment and Informatics: Encoding Simulations Using the Omaha System.

IF 1.6 4区医学 Q2 NURSING

Journal of Nursing Education Pub Date : 2023-04-01 DOI:10.3928/01484834-20230208-07

Marshall Muehlbauer, Cynthia Bradley, Jenna Marquard, Karen A Monsen

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引用次数: 0

Abstract

Background: Clinical judgment is a critical nursing competency. Unfolding case study is a pedagogy used to develop clinical judgment. The Omaha System is an accepted taxonomy for standardizing nursing documentation.

Method: An unfolding case study was developed from a simulation scenario by encoding 33 nursing interventions with the Omaha System, then developed multiple true-false response items which were sent electronically in survey format to prelicensure baccalaureate nursing students. Differences between identified essential and distractor interventions were evaluated.

Results: Participants (n = 101) identified correct interventions (M = 74.6%, standard deviation [SD] = 12%). A paired t-test indicated the percentage of correctly identified essential interventions (M = 78%, SD = 18.7%) was significantly higher than distractor interventions (M = 67%, SD = 18%).

Discussion: Nursing students can identify appropriate interventions using the Omaha System, demonstrating potential to extend highly effective and low-cost learning experiences using unfolding case study and multiple true-false response items. [J Nurs Educ. 2023;62(4):237-239.].

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临床判断和信息学:使用奥马哈系统的编码模拟。

背景:临床判断能力是一项重要的护理能力。展开案例研究是一种用于发展临床判断的教学法。奥马哈系统是标准化护理文件的公认分类法。方法:在模拟情景的基础上，采用奥马哈系统对33项护理干预措施进行编码，形成一个展开式的案例研究，并编制多个真假回答项目，以问卷形式电子发送给护理学士学位预科生。评估确定的基本干预措施和干扰干预措施之间的差异。结果:参与者(n = 101)识别出正确的干预措施(M = 74.6%，标准差[SD] = 12%)。配对t检验显示，正确识别基本干预措施的百分比(M = 78%， SD = 18.7%)显著高于分心干预措施(M = 67%， SD = 18%)。讨论:护理专业学生可以使用奥马哈系统识别适当的干预措施，通过展开案例研究和多个真假反应项目，展示了扩展高效和低成本学习经验的潜力。[J].中国生物医学工程学报，2009;32(4):379 - 379。

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来源期刊

Journal of Nursing Education 医学-护理

CiteScore

2.90

自引率

5.00%

发文量

166

审稿时长

4-8 weeks

期刊介绍： The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.