DOI QR코드

DOI QR Code

Effects of Multi-mode Simulation Learning on Nursing Students' Critical Thinking Disposition, Problem Solving Process, and Clinical Competence

  • Ko, Eun (Department of Nursing, Nambu University) ;
  • Kim, Hye Young (College of Nursing, Chonbuk National University)
  • Received : 2013.08.24
  • Accepted : 2014.02.15
  • Published : 2014.02.28

Abstract

Purpose: The purpose of this study was to identify the effects of multi-mode simulation learning on critical thinking disposition, on the problem solving process and on clinical competence of nursing students. Methods: A non-equivalent control group with pre-posttest was designed. The participants in this study were 65 students who were enrolled in an emergency and critical nursing course at N university. The treatment group consisted of 33 juniors in 2010 and the control group 32 juniors in 2011. Collected data were analyzed using chi-square, independent t-test, and ANCOVA with the SPSS/WIN 18.0 for Window Program. Results: There were significant increases in problem solving process and clinical competence in the treatment group who participated in the multi-mode simulation learning compared to the control group who did not (t=-2.39, p=.020; F=12.76, p=.001). However, there were no significant differences in critical thinking disposition between the treatment and control group (t=0.40, p=.692). Conclusion: Multi-mode simulation is an effective teaching and learning method to enhance the problem solving process and clinical competence of nursing students. Further exploration is needed to develop and utilize multi-mode simulation for diverse scenarios, depending on emergency nursing educational goals and environments and to develop a universal method to measure outcomes.

Keywords

References

  1. Cant, R. P., & Cooper, S. J. (2010). Simulation-based learning in nurse education: systemic review. Journal of Advanced Nursing, 66(1), 3-15. http://dx.doi.org/10.1111/j.1365-2648.2009.05240.x
  2. Cho, M. H., & Kwon, I. S. (2007). A study on the clinical practice experiences on nursing activities of nursing students. The Journal of Korean Academic Society of Nursing Education, 13, 143-154.
  3. Choi, H. R., & Cho, D. S. (2011). Influence of nurses' performance with critical thinking and problem solving process. Korean Journal of Women's Health Nursing, 17, 265-274. http://dx.doi.org/10.4069/kjwhn.2011.17.3.265
  4. Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using $G^*Power$ 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160. http://dx.doi.org/10.3758/BRM.41.4.1149
  5. Gibbons, S. W., Adamo, G. Padden, D., Ricciardi, R., Graziano, M., Levine, E., et al. (2002). Clinical evaluation in advanced practice nursing education: Using standardized patients in Health Assessment. Journal of Nursing Education, 41(5), 215-221.
  6. Ham, Y. L. (2009). Development and evaluation of a simulation educational program using a high-fidelity patient simulator for undergraduate nursing students. Unpublished doctoral dissertation, Yonsei University, Seoul.
  7. Hur, H. K., & Park, S. (2012). Effects of simulation based education, for emergency care of patients with dyspnea, on knowledge and performance confidence of nursing students. The Journal of Korean Academic Society of Nursing Education, 18(1), 110-118. http://dx.doi.org/10.5977/jkasne.2012.18.1.110
  8. Hur, H. K., Park, S., Shin, Y. H., Lim, Y. M., Kim, G., Kim, K. K., et al. (2013). Development and applicability evaluation of an emergent care management simulation practicum for nursing students. The Journal of Korean Academic Society of Nursing Education, 19, 228-240. http://dx.doi.org/10.5977/jkasne.2013.19.2.228
  9. Isenberg, S. B. (2006). The scope of simulation-based healthcare education. Simulation in Healthcare, 1, 203-208. http://dx.doi.org/10.1097/01.SIH.0000546607.36504.5a
  10. Jeffries, P. R. (2005). A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing. Nursing Education Perspectives, 26(2), 96-103.
  11. Kim, D. H., Lee, Y., Hwang, M. S., Park, J. H., Kim, H. S., & Cha, H. G. (2012). Effects of simulation-based integrated clinical practice program (SICPP) on the problem solving process, clinical competence and critical thinking in nurse students. The Journal of Korean Academic Society of Nursing Education, 18, 499-509. https://doi.org/10.5977/jkasne.2012.18.3.499
  12. Kim, S. H. (2012). Effects of simulation-based practice using standardized patients for the care of women with postpartum hemorrhage on nursing student's clinical performance competence and critical thinking disposition. Korean Parent Child Health Journal, 15(2), 71-79.
  13. Kim, Y. H., & Jang, K. S. (2011). Effect of a simulation-based education on cardio-pulmonary emergency care knowledge, clinical performance ability and problem solving process in new nurses. Journal of Korean Academy Nursing, 41, 245-255. http://dx.doi.org/10.4040/jkan.2011.41.2.245
  14. Kneebonee R., Kidd, J., Nestel, D., Asvall, S.,Paraskeva, P., & Darzi, A. (2002). An innovative model for teaching and learning clinical procedures. Medical Education, 36, 628-634. https://doi.org/10.1046/j.1365-2923.2002.01261.x
  15. Lee, M. S., & Hahn, S. W. (2011). Effect of simulation-based practice on clinical performance and problem solving process for nursing students. The Journal of Korean Academic Society of Nursing Education, 17, 226-234. https://doi.org/10.5977/JKASNE.2011.17.2.226
  16. Lee, S. J., Roh, Y. S., Kim, J. O., Jang, K. I., Ryoo, E. N., &Park, Y. M. (2010). Comparison of multi-mode simulation and Sim-Man$^{(R)}$ simulation on evaluation of nursing care for patients with dyspnea. The Journal of Korean Academic Society of Nursing Education, 16, 51-60. https://doi.org/10.5977/JKASNE.2010.16.1.051
  17. Lee,S. J., Park, Y. M., & Noh, S. M. (2013). The effects of simulation training with hybrid model for nursing students on nursing performance ability and self-confidence. Korean Journal of Adult Nursing, 25, 170-183. http://dx.doi.org/10.7475/kjan.2013.25.2.170
  18. Lim, K. C. (2011). Direction of simulation-based learning in nursing practice education: A systemic review. The Journal of Korean Academic Society of Nursing Education, 17, 246-256. https://doi.org/10.5977/JKASNE.2011.17.2.246
  19. McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2010). A critical review of simulation-based medical education research: 2003-2009. Medical Education, 44, 50-63. http://dx.doi.org/10.1111/j.1365-2923.2009.03547.x
  20. Rosen, K. R., Mcbride, J. M., & Drake, R. L. (2009). The use of simulation in medical education to enhance students' understanding of basic science. Medical Teacher, 31(9), 842-845. https://doi.org/10.1080/01421590903049822
  21. Ryoo, E. N., Ha, E. H., & Cho, J. Y. (2013). Comparison of learning effects using high-fidelity and multi-mode simulation: An application of emergency care for a patient with cardiac arrest. Journal of Korean Academy Nursing, 43, 185-193. http://dx.doi.org/10.4040/jkan.2013.43.2.185
  22. Seybert, A. L., & Kane-Gill, S. L. (2011). Elective course in acute care using online learning and patient simulation. American Journal of Pharmaceutical Education, 75(3), 54. https://doi.org/10.5688/ajpe75354
  23. Shepherd, C. K., McCunnis, M., Brown, L., & Hair, M. (2010). Investigating the use of simulation as a teaching strategy. Nursing Standard, 24(35), 42-48.
  24. Shinnick, M. A., & Woo, M. A. (2012). The effects of human patient simulation on critical thinking and its predictors in prelicensure nursing students. Nurse Education Today, May 5.
  25. Son, Y. J., & Song, Y. A. (2012). Effects of simulation and problem- based learning courses on student critical thinking, problem solving abilities and learning. The Journal of Korean Academic Society of Nursing Education, 18 , 43-52. http://dx.doi.org/10.5977/jkasne.2012.18.1.043
  26. Woo, O. H. (2000). The effects of a PBL(Problem-based learning) on the problem solving process students by their meta-cognitive levels. Unpublished master's thesis, Korea National University of Education, Cheongwon.
  27. Yang, J. J, & Park, M. Y. (2004).The relationship of clinical competence and self-directed learning in nursing students. Journal of Korean Academy Society Nursing Education, 10, 271-277.
  28. Yang, J. J. (2008). Development and evaluation of a simulationbased education course for nursing students. Korean Journal of Adult Nursing, 20, 548-560.
  29. Yoon, J. (2004). Development of scale for critical thinking disposition: Focused on nursing. Unpublished doctoral dissertation, The Catholic University of Korea, Seoul.
  30. Yoon, J. (2008). A study on the critical thinking disposition of nursing students-Focusing on a school applying integrated nursing curriculum. Journal of Korean Academy of Nursing Administration, 14, 159-166.

Cited by

  1. Avaliação de competências individuais e interprofissionais de profissionais de saúde em atividades clínicas simuladas: scoping review vol.22, pp.67, 2018, https://doi.org/10.1590/1807-57622017.0628
  2. 표준화 환자를 활용한 당뇨병 간호 시뮬레이션 실습교육이 간호대학생의 의사소통능력, 비판적 사고성향 및 임상수행능력에 미치는 효과 vol.24, pp.2, 2018, https://doi.org/10.14370/jewnr.2018.24.2.91
  3. Repeated Simulation Experience on Self-Confidence, Critical Thinking, and Competence of Nurses and Nursing Students—An Integrative Review vol.6, pp.None, 2014, https://doi.org/10.1177/2377960820927377
  4. 간호대학생의 비판적 사고성향과 문제해결능력-종적연구 vol.6, pp.1, 2014, https://doi.org/10.17703/jcct.2020.6.1.37
  5. The Timing of Simulation-Based Scenario Implementation in Patient Safety Education: The Example of the Operating Room vol.48, pp.None, 2014, https://doi.org/10.1016/j.ecns.2020.08.012
  6. Examining the effect of simulation-based learning on intravenous therapy administration' knowledge, performance, and clinical assessment skills of first-year nursing students vol.102, pp.None, 2014, https://doi.org/10.1016/j.nedt.2021.104924