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Please use this identifier to cite or link to this item: http://hdl.handle.net/1860/1758

Title: The effect of patient simulation on the critical thinking of advanced practice nursing students
Authors: Becker, Deborah Ellen
Keywords: Education;Critical thinking;Decision making
Issue Date: 4-Sep-2007
Abstract: Nurse educators attempt to develop critical thinking of nursing students through a variety of instructional methods because they are unable to prepare students for every situation they may encounter. Problem-based learning is the traditional method used. Case analyses conducted in classroom settings have yielded varied results. Recent reports hail high fidelity, patient simulators as an effective tool to enhance critical thinking however, little empirical data exists to support these claims. The current study set out to examine the effect patient simulation has on the critical thinking of nurse practitioner and nurse anesthesia students. Case analysis sessions conducted in the face-to-face format were compared to those sessions conducted around a patient simulator. Participants completed the California Critical Thinking Skills Test (CCTST), which includes subscale scores for induction, inference and analysis, to establish a baseline measure of their critical thinking. Participants were then randomly assigned to either format and further randomly assigned to complete one of two cases. All sessions were videotaped and behaviors and discussion were coded using a scoring tool based on Garrison’s Stages of Critical Thinking. According to Garrison’s Five Stages of Critical Thinking, individuals are said predominantly to use the elements of induction, inference and analysis in the planning phase. Data analysis revealed patient simulation to increase critical thinking during the management planning and evaluation stages. The current study has provided additional empirical evidence supporting the use of simulation during problem-based learning, case analysis to enhance critical thinking, especially during management planning when advanced practice, nursing students formulate creative solutions to the problem, link ideas and make assumptions. Critical thinking was also increased during the evaluation stage when decision-making is a large component and includes an evaluation of progress and mistakes made and a determination of what more must be done. By enhancing critical thinking in these two stages, APNs can be better prepared to evaluate and solve the problems faced in clinical practice leading to better patient outcomes.
URI: http://hdl.handle.net/1860/1758
Appears in Collections:Drexel Theses and Dissertations

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