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The Effect of Guided Observation on Learning Outcomes in Simulation-Based Learning Jamil Norman

By: Norman, Jamil.
Contributor(s): The University of Texas at Tyler.
Material type: TextTextPublisher: Tyler, Tex. University of Texas at Tyler 2012Description: vi, 93 pages.Subject(s): Vocational evaluation | Experiential learning | Nursing--Study and teaching (Graduate) | NursingOnline resources: Dissertation Dissertation note: Dissertation (PhD) - University of Texas at Tyler, 2012. Summary: Nurse educators have been faced with the challenge of providing adequate clinical preparation for nursing students. Implementation of simulation-based learning (SBL) has been used to meet these challenges. Current research indicates that students and faculty are both satisfied with simulation; however, faculty concerns with improving student learning during SBL have led to a research intervention on the use of an Observation Guide. The purpose of this research was to examine differences in knowledge, self-confidence, satisfaction, and collaboration between baccalaureate nursing students using an Observation Guide when observing a simulated clinical experience (SCE) and those observers without an Observation Guide. Additionally, to meet the challenges of large class sizes and decreases in faculty, the 2-minute drills were formulated to incorporate SBL into the large lecture format. The purpose of the 2-minute drills is to bridge the gap between didactic and clinical learning. Implementation of an Observation Guide and the 2-minute drills were designed to engage the student observer and modify simulation in order to accommodate large numbers of students. These methods contribute to meeting challenges faced by nurse educators.
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Item type Current location Collection Call number URL Status Date due Barcode
UT Tyler Dissertation UT Tyler Online
Online
University Archives & Special Collections RT75 .N67 2012 (Browse shelf) http://hdl.handle.net/10950/76 Available 851595142

Dissertation (PhD) - University of Texas at Tyler, 2012.

Nurse educators have been faced with the challenge of providing adequate clinical preparation for nursing students. Implementation of simulation-based learning (SBL) has been used to meet these challenges. Current research indicates that students and faculty are both satisfied with simulation; however, faculty concerns with improving student learning during SBL have led to a research intervention on the use of an Observation Guide. The purpose of this research was to examine differences in knowledge, self-confidence, satisfaction, and collaboration between baccalaureate nursing students using an Observation Guide when observing a simulated clinical experience (SCE) and those observers without an Observation Guide. Additionally, to meet the challenges of large class sizes and decreases in faculty, the 2-minute drills were formulated to incorporate SBL into the large lecture format. The purpose of the 2-minute drills is to bridge the gap between didactic and clinical learning. Implementation of an Observation Guide and the 2-minute drills were designed to engage the student observer and modify simulation in order to accommodate large numbers of students. These methods contribute to meeting challenges faced by nurse educators.

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