Cognitions and Clinical Performance: A Comparison of High and Low Performing Baccalaureate Nursing Students

Cormier, Eileen; Pickett-Hauber, Roxanne; Whyte, James

doi:10.2202/1548-923x.2045

Cited by 14 publications

(22 citation statements)

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“…In problem-solving, understanding the nature of problems makes it easy to achieve the desired results (Bandura, 1986). Cognitive processing ability increases the level of work capacity and consequences (Truxillo, Seitz & Bauer, 2008) and the ability to complete a task (Chen, Casper, & Cortina, 2001;Cormier, Pickett-Hauber & Whyte, 2010). Thus, self-efficacy evolves in the positive direction (Chemers, Hu, & Garcia, 2001).…”

Section: Discussionmentioning

confidence: 99%

Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

Cansoy¹,

Türkoğlu²

2017

IES

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The aim of this study was to examine the relationships between the pre-service teachers' critical thinking disposition, problem-solving skills and self-efficacy beliefs. The participants of the study were 519 pre-service teachers from Afyon Kocatepe University, Education Faculty. Critical Thinking Disposition, Problem Solving Inventory, and Teacher Self-efficacy Scale were used to collect the data. Arithmetic mean, Pearson Product-Moment Correlation Coefficient and Multiple Linear Regression Analysis were employed in data analysis. The results of the study revealed that the pre-service teachers' critical thinking disposition was low, problem-solving skills were moderate and teacher self-efficacy perceptions were quite adequate. However, the critical thinking disposition and problem-solving skills revealed significant positive correlations with all dimensions of teacher self-efficacy. An important finding is that critical thinking disposition and problem-solving skills were positive and significant predictors of all sub-dimensions of teacher self-efficacy beliefs.

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Section: Discussionmentioning

confidence: 99%

Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

Cansoy¹,

Türkoğlu²

2017

IES

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“…Several recent reports provide a modicum of construct validity for the use of simulators in health care. For example, Cormier et al 22 used a high-fidelity medical simulation to distinguish between lowand high-performing student nurses based on their ability to prioritise patient care more effectively. Similarly, Schijven and Jakimowicz 23 highlighted the potential of simulations to differentiate expert from novice surgical providers.…”

Section: Stage 1: Capturing Expert Performancementioning

confidence: 99%

Expertise in medicine: using the expert performance approach to improve simulation training

2014

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Expertise in medicine: using the expert performance approach to improve simulation training http://researchonline.ljmu.ac.uk/3561/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. Context:We critically review how medical education can benefit from systematic use of the 2 expert performance approach as a framework for measuring and enhancing clinical practice. 3We discuss how the expert performance approach can be used to better understand the 4 mechanisms underpinning superior performance among healthcare providers and how the 5 framework can be applied to created simulated learning environments that present increased 6 opportunities to engage in deliberate practice. Expert Performance approach: The expert 7 performance approach is a systematic, evidence-based framework for measuring and 8 analysing superior performance. It has been applied in a variety of domains, but has so far 9 been neglected in medicine and healthcare. In this paper, we outline the framework and 10 demonstrate how it can be effectively applied to medical education. Deliberate Practice: 11Deliberate practice is defined as structured and reflective activity, which is designed to 12 develop a critical aspect of performance. Deliberate practice provides an opportunity for error 13 detection and correction, repetition, access to feedback and requires maximal effort, complete 14 concentration and full attention. The paper provides guidance on how to structure simulated 15 learning environments to encourage the accumulation of deliberate practice. Conclusions: 16We highlight the role of simulation-based training in conjunction with deliberate practice 17 activities such as reflection, rehearsal, trial-and-error learning, and feedback in improving the 18 quality of patient care. We argue that the development of expertise in healthcare is directly 19 related to the systematic identification and improvement of quantifiable performance metrics. 20In order to optimize the training of expert healthcare providers, advances in simulation 21 technology need to be coupled with effective instructional systems design, with the latter 22 being strongly guided by empirical research from the learning and cognitive sciences.

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“…The degree to which the simulation recreates the demands of the actual task or situation will provide high (or low) levels of both internal and external validity. For instance Cormier, Hauber, and Whyte (2010) found that performance differences among novices materialized when making complex assessments regarding a deteriorating patient's status rather than while completing a host of routine nursing tasks. In addition, an expert performer will consistently perform well on the majority of tasks within a domain.…”

Section: E60)mentioning

confidence: 99%

A Theoretical Framework for Simulation in Nursing: Answering Schiavenato’s Call

Harris¹,

Eccles²,

Ward³

et al. 2013

J Nurs Educ

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The aim of this article was to provide a response that supports and extends Schiavenato's call for a theoretically guided approach to simulation use in nursing education.We propose that a theoretical framework for simulation In nursing must first include, as a basis, a theoretical understanding of human performance and how it is enhanced.This understanding will, in turn, allow theorists to provide a framework regarding the utility, application, and design of the training environment, including internal and external validity. The expert performance approach, a technique that recently has been termed Expert-Performance-based Training (ExPerT), is introduced as a guiding frame work for addressing these training needs. We also describe how the theory of deliberate practice within the framework of ExPerT can be useful for developing effective training methods in health care domains and highlight examples of how deliberate practice has been successfully applied to the training of psychomotor and cognitive skills.

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Cognitions and Clinical Performance: A Comparison of High and Low Performing Baccalaureate Nursing Students

Cited by 14 publications

References 0 publications

Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy

Expertise in medicine: using the expert performance approach to improve simulation training

A Theoretical Framework for Simulation in Nursing: Answering Schiavenato’s Call

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