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http://dx.doi.org/10.7475/kjan.2015.27.5.604

Effects of Simulation on Nursing Students' Knowledge, Clinical Reasoning, and Self-confidence: A Quasi-experimental Study  

Kim, Ji Young (College of Nursing, Research Institute of Nursing Science, Chonbuk National University)
Kim, Eun Jung (Division of Nursing, Research Institute of Nursing Science, Hallym University)
Publication Information
Korean Journal of Adult Nursing / v.27, no.5, 2015 , pp. 604-611 More about this Journal
Abstract
Purpose: Knowledge, clinical reasoning, and self-confidence are the basis for undergraduate education, and determine students' level of competence. The purpose of this study was to assess the effects of the addition of a one-time simulation experience to the didactic curriculum on nursing students' knowledge acquisition, clinical reasoning skill, and self-confidence. Methods: Using a quasi-experimental crossover design consisted of intervention and wait-list control groups. Participants were non-randomly assigned to the first intervention group (Group A, n=48) or the wait-list control group (Group B, n=46). Knowledge level was assessed through a multiple choice written test, and clinical reasoning skill was measured using a nursing process model-based rubric. Self-confidence was measured using a self-reported questionnaire. Results: Results indicated that students in the simulation group scored significantly higher on clinical reasoning skill and related knowledge than those in the didactic lecture group; no difference was found for self-confidence. Conclusion: Findings suggest that undergraduate nursing education requires a simulation-based curriculum for clinical reasoning development and knowledge acquisition.
Keywords
Decision making; Knowledge; Undergraduate education; Patient simulation;
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