Abstract
The purpose of this study was to increase first semester Historically Black College and University (HBCU) nursing student's simulation exposure by 50% using the ATI education platform and measure student perceptions of readiness for clinical rotations. This study addressed the research gap of simulation in beginning nursing courses and the impact on student perceptions of self-efficacy in future clinical rotations and contributes to the larger body of simulation research by answering the following questions:
1. What are student perceptions regarding simulation and clinical readiness?
2. How does exposure to simulation impact student clinical performance outcomes?
3. To what degree does student exposure to simulation, via ATI, increase student clinical
pass rates?
Sigma Membership
Omicron Gamma
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Historically Black Colleges and Universities, ATI Education, Didactic Learning, Clinical Performance Outcomes
Advisor
Matthew Davis
Second Advisor
Deborah McGaughey
Third Advisor
Katie Leach
Degree
Doctoral-Other
Degree Grantor
Wilmington University
Degree Year
2023
Recommended Citation
Trill, Kasey L., "Undergraduate nursing students' perceptions of clinical readiness increase with integration of simulation using ATI-supported resources" (2023). Dissertations. 243.
https://www.sigmarepository.org/dissertations/243
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-06-01
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 30423996; ProQuest document ID: 2808421064. The author still retains copyright.