Abstract
The purpose of this comparative experimental project was to compare the impact of simulation-based learning experiences to traditional clinical rotations on critical thinking acquisition of associate nursing students within a maternal-child course. Innovative pedagogies have been integrated in nursing programs to augment inadequate clinical placement and instructor availabilities. A longitudinal convenience sample of 45 second year associate level nursing students enrolled in a maternal-child course was utilized. Four experimental groups, 24 students were exposed to an eight-hour simulation-based learning experience in place of one clinical rotation. During the eight hour simulation day, students participated in three various maternal-child centered simulations. Three control groups, 21 students were exposed to only traditional clinical rotations. A pretest, posttest design utilizing the Health Science Reasoning Test was used to measure critical thinking in relation to learning experiences. Results of the study indicate simulation and traditional clinical experiences are equivocal regarding critical thinking acquisition of nursing students.
Sigma Membership
Non-member
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Nursing Education, Simulation Framework, Critical Thinking, Associate Nursing Students
Advisor
Kelly Jones
Second Advisor
Mary Alice Hodge
Third Advisor
Reimund Serafica
Degree
DNP
Degree Grantor
Gardner-Webb University
Degree Year
2012
Recommended Citation
Rome, Candice, "The impact of simulation-based learning experience on critical thinking acquisition" (2022). Dissertations. 837.
https://www.sigmarepository.org/dissertations/837
Rights Holder
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2022-12-13
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3541496; ProQuest document ID: 1114897884. The author still retains copyright.