Measuring And Collecting The Right Measurement For Study

Cant, R. P., & Cooper, S. J. (2011). The benefits of debriefing as formative feedback in nurse education. Australian Journal of Advanced Nursing, 29(1), 37-47.

My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.

According to Depoy and Gittin, research is a way individuals think about problems in systematic way. Research is generally described as description, exploration, analysis, prediction and problem solving. There are different types of research and these researches are called the experiments, quasi-experiments and non-experiments. The purpose of research is to provide the insight to practice, it also enhance individuals understanding as well as developing new approaches with different topics, get to test your research for effectiveness. Understanding research is important because it helps to build individuals knowledge bases and informs decision making in practice. Research also enable us to make sure that our practice are up to date with relevant information.

Since the capstone project started early on beginning of the Doctor of Nursing Practice (DNP) program, I was able to discuss and work personally with Dr. Spicer as my practice mentor in selecting the appropriate topic for my project. Dr. Spicer was very involved in choosing my second option for new capstone project # 1 related to simulation lab and faculty teaching and learning. The patient simulation laboratory (SIM lab) uses state-of-the-art equipment that provides students and faculty with the opportunity to tackle real-life scenarios in a safe and supported environment. Further, I learned that active learning involves the faculty through participation and investment in exploring content knowledge in all phases of the learning process. It requires educational activities that provide faculty with the opportunity to engage actively in courses and respond to the learning situation.

A. Water boils at 100°C at sea level. If the water in this experiment did not boil at 100°C, what could be the reason?

Nursing simulation, a progressive method of education and utilized by nursing programs, improves patient outcomes by giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins hold root in the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, anticipated is the idea that simulation experiences will allow students the opportunities they need to practice skill sets that will lead to the improvement of the patient’s condition. Additionally, an evaluation of the nursing simulation also serves an important role in determining the effectiveness of the activity in meeting the objectives of various nursing curricula. Completing, recording, and studying the outcomes of a methodical evaluation, such as a rubric, are foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically concentrates on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at WKU.

Student nurses can learn a lot about teamwork through simulation labs as well as observing and taking part in real life scenarios (Endacott et al., 2015). A student can recognize that they may not have the experience to be the person best-suited to be involved in the emergency situation. However, they can recognize how they can be helpful, such as being a runner for supplies, and can learn through observation.

Simulation labs and clinical placements are effective for practicing skills and building hands-on dexterity, habits, rhythms, and confidence. Not every facet of nursing education prepares student nurses with this kind of learning; originally an, most commonly clinical hours spent in simulation labs were integrated strictly into BSN programs, eliciting the statement made by Taylor (2008) that ADN programs have had to expand their curricula and offer students more content (p.613). According to Go’s (2012) dissertation on High Fidelity Patient Simulation (HFPS), simulation labs are advantageous because they give student nurses a venue for instruction while working in a clinical setting (p. 34). HFPS promotes and validates the clinical judgment competency of nursing students; it offers opportunities for feedback, debriefing, and guided reflection; it increases the student's ability to synthesize knowledge and insight, forming the bridge between theory and practice (Go, 2012, p. 34). However, hours spent in standard clinical settings are often inadequate in preparing

Simulation is one kind of reflective tool that widely use in nursing education. National League for Nursing (NLN) described that simulation was a teaching technique that encouraged students to use and apply their theoretical knowledge in clinical scenarios (2015). NLN (2015) also mentioned that “simulation engages learners with diverse perspectives to reflect and reframe the understanding of practice, bringing thinking and doing together” (p. 4). Jones (2009) showed the similar view that reflective simulation was a critical learning process via practiced-based scenario activity that enhanced students to learn and to practice skills before they faced real situations. However, not all processes of simulation use reflection, it is just debriefing process.

The use of simulation allows students to experience hypothetical clinical scenarios without threat of harm to patients. One of the objectives of running the simulation is to allow to experience and learn from various scenarios that they will likely encounter on the nursing floor and provide an opportunity to apply theory into practice. Prior to this simulation, we were introduced to several literature covering concepts on nursing responsibilities when floating, impaired nursing, diversion of medication, reasonable suspicion, and the AACN standards for establishing and sustaining healthy work environments. Such concepts help the nurse to practice her profession safely and transform into a leader that can initiate and influence change towards the success of an organization.

Per the assignment instructions, this paper will present the prospective study’s guiding theoretical perspective along with its corresponding propositions and concepts followed by a brief discussion of potential extant instruments capable of capturing these dimensions. Next, a review of examples of operationalization methods used to construct variables from those items in prior research will precede the unveiling of research questions and hypotheses intended for the exploration of the theory. Lastly, survey items adapted from substantiated scales will be presented at the conclusion of this paper. To assist in the navigation of the paper and

Research shows that novice nurses find it difficult to handle patient situation properly in the event that their condition rapidly deteriorate. Barbara Aronson (PhD, RN, and CNE) and her colleague Barbara Glynn (DNP, RN-BC) conducted the research. The title of the article was clearly stated and it focused on the effectiveness of a role- modeling intervention on student nurse simulation competency. The researchers used quasi -experimental studies to conduct a pre-test and post-test study to evaluate whether student been exposed to the role- modeling intervention simulation competency will be able to handle patient conditions better than student not exposed to that intervention. The study was been

A literature review aimed to identify how nurse educators conducted debriefing in High Fidelity Simulation and track information about tools and resources used in debriefing. The research question stated ‘how does debriefing is conducted by instructor/debriefer/faculty in HFS with nursing students considering the role of nurse educator in promoting best pedagogic”? Data was searched on data bases Virtual Health Library (VHL), CINAHL, Scopus and Web of Science. The first search resulted in 220 studies. Of this total, 31 articles were included and other 103 removed because duplication, 71 did not meet the inclusions criteria’s and 15 regarding with poor information about debriefing. All 31 studies were published in scientific journals between

The first step in the analysis is to graphically display major outcome and explanatory variables to: 1) identify outlying or influential observations and the need for transformation to simplify analyses, and 2) summarize the relationships among key variables. Standard psychometric methods, including Cronbach alpha to assess internal consistency, reliability and factor analysis to assess the scale structure (partial construct validity), will be used to verify the psychometric properties of summary scales for each of the major measurement instruments. Prior to testing the theoretical model guided analysis, univariate distributions will be inspected to assess normality and identify outliers, skewness, or other abnormalities in distribution, and to determine appropriate summaries of location and spread and the need for transformation. Items with little variation, excessive numbers of missing responses,

Research is a form of systematic inquiry. It sets out to answer questions through assessing, summarizing and drawing conclusions from what are often very large amounts of information.