Nursing Students' Cue Recognition in Educational Simulation

Abstract

ew graduate nurses often struggle to apply clinical judgment, the outcome of critical thinking and decision making, in the context of complex patient care. [1][2][3] New graduate nurses can provide a higher quality of care, resulting in better patient outcomes, if clinical judgment skills are enhanced. [2][3][4] The National Council of State Boards of Nursing (NCSBN) has reemphasized competency in clinical judgment as a requirement for registered nurse licensure. The NCSBN Clinical Judgment Measurement Model describes clinical judgment as a process of recognizing cues, analyzing cues, prioritizing hypotheses, generating solutions, taking actions, and evaluating outcomes. 1 Recognizing cues, an important early aspect of clinical judgment, means that the nurse notices what is happening with the patient, such as changes in vital signs or assessment data. 2 Failure to recognize cues in a deteriorating patient situation can lead to poor outcomes. [5][6][7][8] BackgroundHuman patient simulation activities are used routinely in nursing education in an effort to bridge the gap between theoretical knowledge and practical application of clinical judgment. 3 Nursing simulation activities range from using simple task trainers for practicing nursing skills, such as wound care, to interacting with high-fidelity, computer-driven manikins or standardized patients that provide real-time feedback in realistic settings. 9 Nursing faculty routinely implement simulation activities to provide opportunities for students to practice critical thinking and clinical judgment. The simulation scenarios include objectives, an environment, background information, and ongoing cues to the actions needed. The International Nursing Association for Clinical Simulation and Learning (INACSL) defines cues as "information provided that helps the participant(s) process and progress through the Author Affiliations: Students (Mss Poledna and Gómez-Morales

Transfer Effect of Cognitive Advantages in Visual Working Memory Capacity: Evidence from Elite Football Players

“…However, there was no difference between the elite football players and novices in the measurement of VWMCs under daily conditions. The possible reason was that, for the novices and elite football players, when the memory object was a familiar item, both the elite football players and novices produce the same response and therefore do not differ [ 36 , 37 ]. It may also be that the elite football players were more familiar with the types of stimuli under daily conditions than the students, so their processing processes were more complicated, and the corresponding visual working memory ability was also weaker.…”