| Primary Author: | Patricia Sharpnack, DNP, RN, CNE, NEA-BC |
| Co-Principal Investigators/Collaborators: | Janet Baker, DNP, RN, ACNS-BC, Kathleen Rogers, MSN, RN, Perry Shockey, MSN, RN, Laura Goliat, MSN, RN, FNP-BC |
| Organization | Ursuline College, The School of Nursing |
Abstract
Purpose
The objective of this project was to help students practice using clinical reasoning skills. Traditional and second-degree accelerated baccalaureate nursing students used videotaped clinical scenarios n leadership courses. Benner’s (1982) “Novice to Expert Model” and del Bueno’s Performance Based System provided the conceptual frameworks guiding the study.
Background
Healthcare environments have changed from task-oriented to knowledge integration models with significant emphasis on quality and safety competencies. This restructured emphasis has intensified the need for nurses to develop greater proficiency in higher order thinking and reasoning abilities (Simpson & Courtney, 2002). Essential to the nursing process, critical thinking is theoretically defined as “the ability to collect, interpret, analyze, synthesize and evaluate information” (Maneval, Filburn, Deringer & Lum, 2011). Critical thinking skills cannot be cultivated through passive dissemination of theoretical content; therefore faculty must incorporate educational experiences that enable students to practice critical thinking (Tanner, 2006).
Materials & Methods
A pretest- post-test design was used to compare the effectiveness of this strategy on clinical reasoning appraisal scores and quality and safety competencies. The Creighton Simulation Evaluation Instrument (C-SEI) was used to assess clinical reasoning skills. Faculty collaborated to create dynamic videotaped clinical scenarios to facilitate students’ application of knowledge and skills related to Quality and Safety Education for Nurses (QSEN) competency development. Students were expected to complete a situation analysis, submit potential solutions, identify quality and safety concerns, and discuss rationale for their decisions based upon interpretation of the clinical scenarios.
Results
A paired – samples t test was calculated to compare the mean pretest to the mean posttest score. The mean on the pretest was 7.57 (sd = 2.44) and the mean on the posttest was 19.24 (sd= .83). A significant increase from pretest to posttest was found (t (20) = -19.23. p < .001)
Conclusion
Pilot study findings and student evaluations indicate the use of videotaped scenarios for teaching, evaluation and promotion of critical thinking skills are an effective tool for integration of quality, safety and patient management competencies.
Bibliography
Maneval, R., Filburn,M., Deringer, S., & Lum,G. (2011). Concept Mapping: Does It Improve Critical Thinking Ability in Practical Nursing Students? Nursing Education Perspectives, 32:4, 229-33.
Simpson, E. & Courtney, M. (2002). Critical thinking in nursing education: Literature review. International Journal of Nursing Practice, 8: 89-98.
Tanner C.A. (2006) Thinking like a nurse: a research-based model of clinical judgment in nursing. Journal of Nursing Education: 45:60, 204-11.
© Improvement Science Research Network, 2012
The ISRN published this as received and with permission from the author(s).