Critical Thinking Among RN-to-BSN Distance Students Participating in Human Patient Simulation

Rush, Kathy L.; Dyches, Cathy E.; Waldrop, Susannah; Davis, Angie

doi:10.3928/01484834-20081101-07

Cited by 22 publications

(10 citation statements)

References 19 publications

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“…Reflection is defined as ''contemplation upon a subject, especially one's own assumptions and thinking'' (Scheffer and Rubenfeld 2000, p. 17). As a habit of mind, reflection enables students to gain insights into their own thinking for the purposes of deeper understanding and self-evaluation (Rush et al 2008).…”

Section: Critical Thinking Habits Of Mindmentioning

confidence: 99%

Expressions of critical thinking in role-playing simulations: comparisons across roles

et al. 2010

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The development of critical thinking is crucial in professional education to augment the capabilities of pre-professional students. One method for enhancing critical thinking is participation in role-playing simulation-based scenarios where students work together to resolve a potentially real situation. In this study, undergraduate nursing students were divided into small groups (2-3) to role-play a medical emergency (stroke) within a high fidelity simulation environment. The research team utilized a cross-case comparison design; cases were defined by the different roles played by the nursing students (e.g., primary nurse, secondary nurse, and family member). Results indicated that although students in all three roles displayed instances of reflection, contextual perspective, and logical reasoning, these were not distributed evenly across roles, with family members demonstrating fewer instances of reflection and logical reasoning and secondary nurses demonstrating fewer instances of contextual perspective. However, evidence of students' abilities to apply clinical standards was observed fairly equally across all three roles. Implications for the use of role-plays within high-fidelity simulations are discussed.

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Section: Critical Thinking Habits Of Mindmentioning

confidence: 99%

Expressions of critical thinking in role-playing simulations: comparisons across roles

et al. 2010

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“…Specific examples of skills needed in mental health nursing that have been fostered through the use of simulation devices include critical thinking skills (Johannsson & Wertenberger 1996, Weis & Guyton‐Simmons 1998, Chau et al . 2001, Rush et al . 2008), communication skills (Donovan et al .…”

Section: Use Of Simulation In Mental Health Nursingmentioning

confidence: 99%

What can virtual patient simulation offer mental health nursing education?

Guise¹,

Chambers

Välimäki

2011

Psychiatric Ment Health Nurs

104

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This paper discusses the use of simulation in nursing education and training, including potential benefits and barriers associated with its use. In particular, it addresses the hitherto scant application of diverse simulation devices and dedicated simulation scenarios in psychiatric and mental health nursing. It goes on to describe a low-cost, narrative-based virtual patient simulation technique which has the potential for wide application within health and social care education. An example of the implementation of this technology in a web-based pilot course for acute mental health nurses is given. This particular virtual patient technique is a simulation type ideally suited to promoting essential mental health nursing skills such as critical thinking, communication and decision making. Furthermore, it is argued that it is particularly amenable to e-learning and blended learning environments, as well as being an apt tool where multilingual simulations are required. The continued development, implementation and evaluation of narrative virtual patient simulations across a variety of health and social care programmes would help ascertain their success as an educational tool.

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“…Concerning the inquisitiveness dimension, the most of the nursing students had positive disposition level; this finding is congruent with, Ali (2009) and Wangensteen et al (2010) This result might be related to, students activities that reality situation and uses techniques as role-playing and mannequins that help students to demonstrate critical thinking. In this regard, As well , Rush, Dyches, Waldrop, & Davis (2008) who stated that the simulation provoked inquisitiveness, application of standards, and thinking with intuitive processes supported by experience, interviews after simulations revealed that student confidence depended largely on experience with the type of scenario in the simulation.…”

Section: Discussionmentioning

confidence: 99%

Clinical Decision Making and Critical Thinking Dispositions among Students at Faculty of Nursing in Port- Said University

Rashwan

2016

Port Said Scientific Journal of Nursing

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Background: the dynamic health care system requires newly graduate nurses who can collect pertinent data, access to resources, prioritize the information, solve the problems, and ultimately make sound clinical decisions. Aim: to study the relationship between clinical decision making with critical thinking dispositions among students ta faculty of nursing in Port-Said University.Subject and Methods: The Research design was a co-relational descriptive design. Setting the study setting was conducted at the Faculty of Nursing, Port Said University. Subject: Consisted of all (155) nursing students who were regular attendants at the third and fourth academic year at Faculty of Nursing in Port-Said University. Tools of data collection: Two tools were used for data collection. I) Clinical decision making nursing scale. II) California critical thinking disposition inventory. Results: The study results revealed that, the second dimension canvass for objectives and values scored the highest mean (36.26) clinical decision making. The nursing students had high ability in total clinical decision making, while has the highest mean score for critical thinking characteristics was inquisitiveness for nursing students, followed by analyticity among nursing students, as well as followed by self-confidence among nursing students. However, the lowest mean score was in truth seeking for nursing students. Nursing students had a moderate level of the critical thinking disposition .Conclusion: there was no statistical significant correlation between, Critical thinking disposition of nursing student, although there is a statistical significant correlation among some dimensions of these variables.Recommendations: the study recommended that nursing educational programs need to be revised for the inclusion of resources needed to implement critical thinking to nursing students and continuous training for nursing educator and students about CT whether the theory and practice and how to evaluate its dispositions effectively and starting early when student admission.

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Critical Thinking Among RN-to-BSN Distance Students Participating in Human Patient Simulation

Cited by 22 publications

References 19 publications

Expressions of critical thinking in role-playing simulations: comparisons across roles

Expressions of critical thinking in role-playing simulations: comparisons across roles

What can virtual patient simulation offer mental health nursing education?

Clinical Decision Making and Critical Thinking Dispositions among Students at Faculty of Nursing in Port- Said University

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