Show simple item record

dc.contributor.authorHansen, Jamie L.en
dc.date.accessioned2016-10-11T19:09:26Z
dc.date.available2016-10-11T19:09:26Z
dc.date.issued2016-10-11
dc.identifier.urihttp://hdl.handle.net/10755/620921
dc.description.abstract<p>Although simulation has been increasingly used as a supplement to traditional clinical experiences, it is unknown if the order in which simulated and clinical practicum learning experiences occur affects nursing students’ clinical competency development. This study used a crossover design to compare the effects of two different blocked sequences of simulated and clinical practicum learning experiences on clinical competency development during participants’ first medical surgical practicum course. Participants were randomly assigned to a 7-week block of simulated learning experiences followed by a 7-week block of traditional clinical experiences in a health care setting or the reverse sequence. Using the Creighton Competency Evaluation Instrument (CCEI) students’ clinical competency was measured three times: At the completion of each 7-week block of learning experiences and at the end of the semester during a final high fidelity simulation. The key finding of this study was that there were no significant differences in the CCEI total scale or subscale scores across time points. The use of blocked sequences of simulated and clinical practicum learning experiences may help address barriers in delivery of traditional clinical education faced by schools of nursing such as increased student enrollment and lack of clinical site availability, however more research is needed. </p>en
dc.description.sponsorshipSigma Foundation for Nursingen
dc.formatText-based Documenten
dc.language.isoenen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectSimulationen
dc.subjectCompetencyen
dc.subject.meshStudents, Nursingen
dc.titleEffect of Sequence of Simulated and Clinical Practicum Learning Experiences on Clinical Competency of Nursing Studentsen
dc.typeResearch Studyen
dc.rights.holder<p> All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. </p><p> All permission requests should be directed accordingly and not to the Sigma Repository. </p><p> All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary. </p>
dc.description.noteThe Sigma Theta Tau International grant application that funded this research, in whole or in part, was completed by the applicant and peer-reviewed prior to the award of the STTI grant. No further peer-review has taken place upon the completion of the STTI grant final report and its appearance in this repository.en
dc.type.categoryFull-texten
dc.evidence.levelOtheren
dc.research.approachQuantitative Researchen
dc.subject.cinahlTransitional Programsen
dc.subject.cinahlSimulationsen
dc.subject.cinahlClinical Competenceen
dc.contributor.departmentTau Muen
dc.author.detailsJamie Hansen, PhD (c), RN, CNEen
dc.description.reviewtypeNone: Sigma Grant Recipient Reporten
dc.description.acquisitionSelf-submissionen


Files in this item

Thumbnail
Thumbnail
Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


Powered by KnowledgeArc