Effect of Electronic Interactive Simulation on Senior Bachelor of Science in Nursing Students' Critical Thinking and Clinical Judgment Skills

Novice nurses' lack of clinical experience is a significant concern in today's complex health care environment. A randomized controlled trial compared the effects of an electronic interactive simulation (EIS) to traditional paper case study simulation on the critical thinking disposition a...

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Vydané v:	Clinical simulation in nursing Ročník 11; číslo 2; s. 126 - 133
Hlavní autori:	Weatherspoon, Deborah L., Phillips, Ken, Wyatt, Tami H.
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Elsevier Inc 01.02.2015
Predmet:	clinical judgment skills computer-based simulation critical thinking disposition electronic interactive simulation Kolb's experiential learning theory United States > US computer-based simulation Kolb's experiential learning theory clinical judgment skills electronic interactive simulation critical thinking disposition
ISSN:	1876-1399, 1876-1402
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Popis
Shrnutí:	Novice nurses' lack of clinical experience is a significant concern in today's complex health care environment. A randomized controlled trial compared the effects of an electronic interactive simulation (EIS) to traditional paper case study simulation on the critical thinking disposition and clinical judgment skills of senior baccalaureate nursing students. Participants who used EIS over a 2-week period increased their scores for critical thinking disposition overall and on three subscales. This study's findings supported EIS as a viable option for experiential learning to enhance clinical judgment skills in bachelor of science in nursing students. •Electronic interactive simulation (EIS) participants performed better in several critical thinking disposition measures.•Paper case studies may have a stifling effect on critical thinking disposition.•Findings supported EIS as a viable option to enhance clinical judgment.
Bibliografia:	ObjectType-Article-2 ObjectType-Evidence Based Healthcare-3 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 23
ISSN:	1876-1399 1876-1402
DOI:	10.1016/j.ecns.2014.11.006