发布求助
文献互助 智能选刊 最新文献

Nursing Education Perspective最新文献

筛选
英文 中文
Psychometric Testing of a Simulation Rubric for Measuring Interprofessional Communication 跨专业沟通模拟量表的心理测量测试
Nursing Education Perspective Pub Date : 2015-09-01 DOI: 10.5480/15-1659
D. Reising, D. Carr, S. Tieman, Rebecca A. Feather, Zulfukar Ozdogan
{"title":"Psychometric Testing of a Simulation Rubric for Measuring Interprofessional Communication","authors":"D. Reising, D. Carr, S. Tieman, Rebecca A. Feather, Zulfukar Ozdogan","doi":"10.5480/15-1659","DOIUrl":"https://doi.org/10.5480/15-1659","url":null,"abstract":"AIM The aim of this study was to establish psychometric testing of the Indiana University Simulation Integration Rubric (IUSIR), a tool for measuring interprofessional communication in simulations. BACKGROUND Educators engage in a wide variety of activities to promote interprofessional education, with many of these activities involving simulation. As interprofessional education evolves, tools are needed to measure the effectiveness of interventions. METHOD A sample of 229 pre‐licensure bachelor of science in nursing students and 66 pre‐licensure first‐ and second‐year medical students was evaluated using the IUSIR. Cronbach's alpha, inter‐item and inter‐total correlations, and interrater agreement were used to evaluate reliability of the tool. An ANOVA to test for difference between the two levels of students was used to establish validity. RESULTS Reliability and validity were supported for all individual items for nursing and medical students, and for all team items. CONCLUSION The IUSIR is a reliable and valid measure for interprofessional communication.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133896252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
INACSL Standards of Best Practice for Simulation: Past, Present, and Future INACSL模拟最佳实践标准:过去、现在和未来
Nursing Education Perspective Pub Date : 2015-09-01 DOI: 10.5480/15-1670
Barbara J. Sittner, M. Aebersold, J. Paige, Leslie L M Graham, Andrea Parsons Schram, S. Decker, L. Lioce
{"title":"INACSL Standards of Best Practice for Simulation: Past, Present, and Future","authors":"Barbara J. Sittner, M. Aebersold, J. Paige, Leslie L M Graham, Andrea Parsons Schram, S. Decker, L. Lioce","doi":"10.5480/15-1670","DOIUrl":"https://doi.org/10.5480/15-1670","url":null,"abstract":"AIM To describe the historical evolution of the International Nursing Association for Clinical Simulation and Learning's (INACSL) Standards of Best Practice: SimulationSM. BACKGROUND The establishment of simulation standards began as a concerted effort by the INACSL Board of Directors in 2010 to provide best practices to design, conduct, and evaluate simulation activities in order to advance the science of simulation as a teaching methodology. METHOD A comprehensive review of the evolution of INACSL Standards of Best Practice: Simulation was conducted using journal publications, the INACSL website, INACSL member survey, and reports from members of the INACSL Standards Committee. RESULTS The initial seven standards, published in 2011, were reviewed and revised in 2013. Two new standards were published in 2015. The standards will continue to evolve as the science of simulation advances. CONCLUSION As the use of simulation‐based experiences increases, the INACSL Standards of Best Practice: Simulation are foundational to standardizing language, behaviors, and curricular design for facilitators and learners.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127447622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 97
Effectiveness of Simulation Preparation on Novice Nurses’ Competence and Self‐Efficacy in a Multiple‐Patient Simulation 多病人模拟中模拟准备对新手护士胜任力和自我效能的影响
Nursing Education Perspective Pub Date : 2015-09-01 DOI: 10.5480/14-1546
Ashley E. Franklin, Paula Gubrud-Howe, Stephanie A Sideras, Christopher S Lee
{"title":"Effectiveness of Simulation Preparation on Novice Nurses’ Competence and Self‐Efficacy in a Multiple‐Patient Simulation","authors":"Ashley E. Franklin, Paula Gubrud-Howe, Stephanie A Sideras, Christopher S Lee","doi":"10.5480/14-1546","DOIUrl":"https://doi.org/10.5480/14-1546","url":null,"abstract":"&NA; This study examined the influence of three simulation preparation methods (expert modeling/intervention, voice‐over PowerPoint/active control, and reading assignments/passive control) on improving novice nurses’ competence and selfefficacy for providing care to multiple simulated patients. Both competence and self‐efficacy were measured at baseline and following a five‐week intervention. Twenty senior pre‐licensure nursing students participated in the trial. One‐way ANOVAs and parametric/nonparametric correlations were used. Voice‐over PowerPoint and expert modeling resulted in greater improvements in self‐efficacy compared with traditional reading assignments as simulation preparation. However, there was no relationship between change in competence and self‐efficacy over time.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130595604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 17
Developing a Theory‐Based Simulation Educator Resource 开发基于理论的仿真教育资源
Nursing Education Perspective Pub Date : 2015-09-01 DOI: 10.5480/15-1673
Christine M. Thomas, Lisa D Sievers, Molly E. Kellgren, Sara J. Manning, Deborah E Rojas, V. Gamblian
{"title":"Developing a Theory‐Based Simulation Educator Resource","authors":"Christine M. Thomas, Lisa D Sievers, Molly E. Kellgren, Sara J. Manning, Deborah E Rojas, V. Gamblian","doi":"10.5480/15-1673","DOIUrl":"https://doi.org/10.5480/15-1673","url":null,"abstract":"&NA; The NLN Leadership Development Program for Simulation Educators 2014 faculty development group identified a lack of a common language/terminology to outline the progression of expertise of simulation educators. The group analyzed Benner's novice‐to‐expert model and applied its levels of experience to simulation educator growth. It established common operational categories of faculty development and used them to organize resources that support progression toward expertise. The resulting theory‐based Simulator Educator Toolkit outlines levels of ability and provides quality resources to meet the diverse needs of simulation educators and team members.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133606584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 8
Do You Hear What I Hear? The Impact of a Hearing Voices Simulation on Affective Domain Attributes in Nursing Students 你听到我听到的了吗?听力模拟对护生情感域属性的影响
Nursing Education Perspective Pub Date : 2015-09-01 DOI: 10.5480/14-1448
Terry D. Ward
{"title":"Do You Hear What I Hear? The Impact of a Hearing Voices Simulation on Affective Domain Attributes in Nursing Students","authors":"Terry D. Ward","doi":"10.5480/14-1448","DOIUrl":"https://doi.org/10.5480/14-1448","url":null,"abstract":"&NA; Affective domain teaching and learning can facilitate the reduction of stigmatization of clients with mental illness in nursing students. Experiential learning activities such as simulation are regarded as an effective method for facilitating student learning in the affective domain. The project reported here measured the impact of a simulation experience, “Hearing Voices Which Are Distressing,” on attitudes, values, and beliefs of accelerated baccalaureate students caring for clients with mental illness who experienced hearing voices.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123706162","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 15
Updating the Simulation Effectiveness Tool: Item Modifications and Reevaluation of Psychometric Properties 更新模拟有效性工具:项目修改和心理测量属性的重新评估
Nursing Education Perspective Pub Date : 2015-09-01 DOI: 10.5480/15-1671
K. Leighton, P. Ravert, Vickie Mudra, C. Macintosh
{"title":"Updating the Simulation Effectiveness Tool: Item Modifications and Reevaluation of Psychometric Properties","authors":"K. Leighton, P. Ravert, Vickie Mudra, C. Macintosh","doi":"10.5480/15-1671","DOIUrl":"https://doi.org/10.5480/15-1671","url":null,"abstract":"AIM This study evaluated the psychometric properties of the modified Simulation Effectiveness Tool (SET), the SET‐M. BACKGROUND The SET, developed in 2005, was updated to be consistent with INACSL Standards of Best Practice, QSEN practices, and American Association of Colleges of Nursing baccalaureate essentials. METHOD Undergraduate nursing students from two nursing programs, one with multiple campuses, completed the SET‐M following completion of a simulated clinical experience; 1,288 students took part in the study. RESULTS Exploratory factor analysis was completed using unweighted least squares. Four subscales were identified with acceptable internal consistency: Prebriefing (&agr; = .833), Learning (&agr; = .852), Confidence (&agr; = .913), and Debriefing (&agr; = .908). CONCLUSION Revisions made to modify the SET to current standards of simulation practice have resulted in the SET‐M, which has been shown to be a valid and reliable method of evaluating students’ perceptions of the effectiveness of learning in the simulation environment.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115264840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 134
Integrating Simulation into a Reflection‐Centered Graduate Psychiatric/Mental Health Nursing Curriculum 将模拟整合到以反思为中心的研究生精神病学/心理健康护理课程中
Nursing Education Perspective Pub Date : 2015-09-01 DOI: 10.5480/15-1614
R. Schwindt, A. McNelis
{"title":"Integrating Simulation into a Reflection‐Centered Graduate Psychiatric/Mental Health Nursing Curriculum","authors":"R. Schwindt, A. McNelis","doi":"10.5480/15-1614","DOIUrl":"https://doi.org/10.5480/15-1614","url":null,"abstract":"&NA; The purpose of this qualitative study was to explore reflections of student learning following a simulation experience integrated into a psychiatric/mental health nurse practitioner course. As the demand for clinical placement sites increases and availability of preceptors declines, students require experiences that will prepare them for competent patient care. This experiential learning activity was grounded in reflection‐centered pedagogy, utilizing standardized patients. Three main themes emerged from the data: importance of feedback, insight gained, and improved confidence. Findings suggest that simulation is a promising approach to promote the development of competencies in graduate nursing education.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116653478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 19
Enhancing Clinical Reasoning Through Simulation Debriefing: A Multisite Study 通过模拟汇报提高临床推理能力:一项多地点研究
Nursing Education Perspective Pub Date : 2015-09-01 DOI: 10.5480/15-1672
S. Forneris, D. Neal, Jone Tiffany, M. Kuehn, Heidi M. Meyer, Linda Blazovich, Ann E. Holland, Melanie Smerillo
{"title":"Enhancing Clinical Reasoning Through Simulation Debriefing: A Multisite Study","authors":"S. Forneris, D. Neal, Jone Tiffany, M. Kuehn, Heidi M. Meyer, Linda Blazovich, Ann E. Holland, Melanie Smerillo","doi":"10.5480/15-1672","DOIUrl":"https://doi.org/10.5480/15-1672","url":null,"abstract":"AIM The aim of this research was to replicate Dreifuerst's 2012 findings of enhanced clinical reasoning scores using a structured debriefing: Debriefing for Meaningful Learning© (DML). BACKGROUND The direct effect of debriefing on clinical reasoning is not well studied. The nursing education literature supports debriefing as a reflective dialogue necessary to enhance clinical reasoning. METHOD A quasi‐experimental, pretest‐posttest, repeated measure research design was used to evaluate nursing students’ clinical reasoning using the Health Sciences Reasoning Test (HSRT). RESULTS The change in HSRT mean scores was determined to be significant for the intervention group at the .05 level and insignificant for the control group. The change in HSRT mean scores between the intervention and control groups was determined to be significant at the .10 level. CONCLUSION Nursing students who had the DML debriefing scored significantly higher in their clinical reasoning than nursing students who had usual and customary debriefing.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123412976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 89
Associate Dean Search ‐ HARRIET ROTHKOPF HEILBRUNN SCHOOL OF NURSING 副院长Search‐HARRIET ROTHKOPF HEILBRUNN护理学院
Nursing Education Perspective Pub Date : 2015-07-01 DOI: 10.1097/00024776-201507000-00014
{"title":"Associate Dean Search ‐ HARRIET ROTHKOPF HEILBRUNN SCHOOL OF NURSING","authors":"","doi":"10.1097/00024776-201507000-00014","DOIUrl":"https://doi.org/10.1097/00024776-201507000-00014","url":null,"abstract":"","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132901103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Quantitative Outcomes for Nursing Students in a Flipped Classroom 翻转课堂中护理专业学生的量化结果
Nursing Education Perspective Pub Date : 2015-05-01 DOI: 10.5480/13-1255
Susan Harrington, Melodee L. Vanden Bosch, Nancy Schoofs, C. Beel-Bates, Kirk Anderson
{"title":"Quantitative Outcomes for Nursing Students in a Flipped Classroom","authors":"Susan Harrington, Melodee L. Vanden Bosch, Nancy Schoofs, C. Beel-Bates, Kirk Anderson","doi":"10.5480/13-1255","DOIUrl":"https://doi.org/10.5480/13-1255","url":null,"abstract":"&NA; The study aim was to objectively compare learning outcomes of two pedagogies as measured quantitatively through exam questions, quiz scores, and course grades. Eighty‐two baccalaureate nursing students were randomly assigned to either the flipped or the traditional classroom. No statistically significant differences were noted between groups in outcomes measured, and the flipped classroom was found to be an effective strategy for nursing education.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121143502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 117
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信