The Relationship between Standardized Test Scores and Clinical Performance

Whyte, James; Pickett-Hauber, Roxanne; Ward, Paul; Eccles, David W.; Harris, Kimberly J.

doi:10.1016/j.ecns.2013.05.006

Cited by 7 publications

(5 citation statements)

References 24 publications

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“…A study was conducted using the Laerdal SimMan Universal Patient Simulator to determine the influence of realistic scenario-based simulation on nursing students' competence and confidence, and it was found that the experimental group had a greater improvement in skill performance than the control group 21 . Another study found that using simulated scenarios was an effective tool to evaluate clinical performance and to make a distinction between the students with high and low performances 24 . It was reported that the students who received simulation training, including scenarios and debriefing in basic life support training, had higher mean scores and had positive opinions about the use of simulation in skills training 4 .…”

Section: Discussionmentioning

confidence: 99%

Improvement of nursing students' learning outcomes through scenario-based skills training

Uysal

2016

Rev. Latino-Am. Enfermagem

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Objective: this study analyzed the influence of scenario-based skills training on students' learning skills.Method: the author evaluated the nursing skills laboratory exam papers of 605 sophomores in nursing programs for seven years. The study determined the common mistakes of students and the laboratory work was designed in a scenario-based format. The effectiveness of this method was evaluated by assessing the number of errors the students committed and their achievement scores in laboratory examinations. This study presents the students' common mistakes in intramuscular and subcutaneous injection and their development of intravenous access skills, included in the nursing skills laboratory examination.Results: an analysis of the students' most common mistakes revealed that the most common was not following the principles of asepsis for all three skills (intramuscular, subcutaneous injection, intravenous access) in the first year of the scenario-based training. The students' exam achievement scores increased gradually, except in the fall semester of the academic year 2009-2010. The study found that the scenario-based skills training reduced students' common mistakes in examinations and enhanced their performance on exams.Conclusion:this method received a positive response from both students and instructors. The scenario-based training is available for use in addition to other skills training methods.

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Section: Discussionmentioning

confidence: 99%

Improvement of nursing students' learning outcomes through scenario-based skills training

Uysal

2016

Rev. Latino-Am. Enfermagem

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“…e study of Uysal shows that scenario-based learning facilitates learning and retrieving knowledge [25]. Similarly, the study of Whyte et al shows that simulated scenarios can be used for an effective evaluation of nurses' clinical performance [26]. Despite the potentially great contribution of teaching ethics via scenarios combined with group discussion, not many studies have addressed the effectiveness of educational interventions in enhancing nurses' adherence to patients' rights and patient satisfaction.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Teaching Nursing Ethics via Scenarios and Group Discussion in Nurses’ Adherence to Ethical Codes and Patients’ Satisfaction with Nurses’ Performance

Izadi

Bijani

Fereidouni

et al. 2020

The Scientific World Journal

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Background. There are shortcomings in nurses’ adherence to ethical principles in practice. The present study aims to investigate the effectiveness of teaching nursing ethics via scenario-based learning and group discussion in nurses’ adherence to codes of ethics and patients’ satisfaction with nurses’ performance. Methods. Using a quasiexperimental design, the present study employed questionnaires which measure nurses’ compliance with nursing codes of ethics and patients’ satisfaction with nursing care before, immediately after, and one month after intervention. The collected data were analyzed using the independent t-test, ANOVA, and chi-square test in SPSS v.22. The level of significance was set at p<0.05. The nurses (n = 80) and patients (n = 160) from various units of two university hospitals in the south-west of Iran participated in the present study. Results. The pretest mean scores of the intervention and control groups in patient rights and patients’ satisfaction with nursing care were not significantly different (p=0.07, p=0.21). Yet, there were statistically significant differences between the groups’ mean scores as calculated immediately after (p<0.001, p<0.001) and one month after intervention (p<0.001, p<0.001). Conclusion. Employment of new approaches to teach nursing ethical principles improves compliance with nursing ethical codes and patients’ satisfaction with nurses’ performance.

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“…These outcomes directly translated to improved true patient outcomes. 26 In a recent study in undergraduate nursing education, Whyte et al 26 identified a significant relationship between knowledge, performance in simulated task environments, and actual clinical performance. Additional studies identify HPS to be an effective method to improve health profession students' confidence with clinical skills, along with satisfaction with the learning experience, noting proficiency gains in clinical skills give rise to a sense of self-confidence among medical learners.…”

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confidence: 99%

“…11,25 Findings on the direct relationship between a student's performance in a simulated scenario and actual clinical performance provide evidence for the effectiveness of simulation as an assessment tool. 26 Studies noted the standardization of simulation to train and maintain skills used in CPR led to improved patient care during times of decreased senior staffing. 22 Numerous studies have reported that physicians and nurses display poor adherence to American Heart Association (AHA) guidelines during advanced cardiac life support (ACLS) events 24 and a rapid decline of skill retention after traditional ACLS education.…”

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confidence: 99%

The Effect of High-Fidelity Cardiopulmonary Resuscitation (CPR) Simulation on Athletic Training Student Knowledge, Confidence, Emotions, and Experiences

Tivener

Gloe

2015

Athletic Training Education Journal

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Context High-fidelity simulation is widely used in healthcare for the training and professional education of students though literature of its application to athletic training education remains sparse. Objective This research attempts to address a wide-range of data. This includes athletic training student knowledge acquisition from high-fidelity simulation, effects on student confidence, emotional responses, and reports of lived experiences in different phases of simulation. Design and Setting A mixed methods study design was employed with pre- and postintervention evaluations of students' cardiopulmonary resuscitation (CPR) knowledge, confidence, emotions, and lived experiences via the Presimulation CPR Survey, the Postsimulation CPR Survey, and the Reactions to the Simulation Experience Postsimulation Reflection assignment. The study was conducted in the University's high-fidelity simulation center. Patients or Other Participants Twenty undergraduate athletic training students enrolled in a junior-level clinical practicum class. Results We identified a significant difference in athletic training student knowledge acquisition (pretest: x̄ = 3.75, SD = .546; posttest: x̄ = 4.60, SD = .394) and identified a significant increase through a paired sample t test (t19 = −5.640, P < .001). We demonstrated a significant difference in athletic training student confidence (pretest: x̄ = 4.18, SD = .524; posttest: x̄ = 4.68, SD = .295). The findings of this paired sample t test (t19 = −4.485, P < .001) identify a significant increase in confidence related to CPR skills. Students reported a mean score of 4.5 out of 5.0 (SD = .761) of experiencing emotional reactions to the simulation including anxiety, fear, and nervousness. Students reported on a scale of 5.0, (x̄ = 4.63, SD = .34) the simulation was overall a positive and valued learning experience. Conclusions High-fidelity simulation is highly effective in athletic training education and has similar outcomes in knowledge acquisition, confidence, and emotional responses to other healthcare professional education.

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The Relationship between Standardized Test Scores and Clinical Performance

Cited by 7 publications

References 24 publications

Improvement of nursing students' learning outcomes through scenario-based skills training

Improvement of nursing students' learning outcomes through scenario-based skills training

The Effectiveness of Teaching Nursing Ethics via Scenarios and Group Discussion in Nurses’ Adherence to Ethical Codes and Patients’ Satisfaction with Nurses’ Performance

The Effect of High-Fidelity Cardiopulmonary Resuscitation (CPR) Simulation on Athletic Training Student Knowledge, Confidence, Emotions, and Experiences

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