Abstract
Health-care systems are changing, thus changing the expectations and requirements for nursing students entering the profession (Kaddoura, 2011). Nursing education must address the changes and focus on the development of critical thinking and clinical reasoning. When students are unable to apply clinical reasoning or clinical judgment into practice, there is an increase in potential for negative patient outcomes (Jones, Passos-Neto, & Braghiroli, 2015). Case-based learning (CBL) and simulation-based learning (SBL) are both active learning methods that can enhance development of critical thinking, clinical reasoning, and clinical judgment (Forneris et al., 2015). The purpose is to compare the use of CBL and SBL in the classroom and potential impact on application of clinical judgment during a high-fidelity simulation. The following research question was addressed: What is the effect of recorded patient simulations in the classroom compared to the use of CBL on critical thinking, clinical judgment, skill performance, and knowledge application?
Sigma Membership
Alpha
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Clinical Judgment, Clinical Reasoning, Nursing Education, Simulation
Advisor
Kevin Bolinger
Second Advisor
Lindsey Eberman
Third Advisor
Matthew Moulton
Degree
PhD
Degree Grantor
Indiana State University
Degree Year
2019
Recommended Citation
Barnes, Roxie L., "Toward enhancement of clinical judgment and critical thinking simulation in the classroom" (2021). Dissertations. 643.
https://www.sigmarepository.org/dissertations/643
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2021-08-19
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 27548054; ProQuest document ID: 2335188952. The author still retains copyright.