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Korean J Adult Nurs : Korean Journal of Adult Nursing

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Original Article

Effects of a Simulation based Clinical Reasoning Practice Program on Clinical Competence in Nursing Students

Hea Kung Hur1, Young Sook Roh2
Korean Journal of Adult Nursing 2013;25(5):574-584.
Published online: October 31, 2013

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Corresponding author: Roh, Young Sook. Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, Seoul 156-756, Korea. Tel: +82-2-3700-3673, Fax: +82-2-3700-3400, aqua@cau.ac.kr
• Received: July 7, 2013   • Revised: September 24, 2013   • Accepted: October 21, 2013

© 2013 Korean Society of Adult Nursing

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  • Purpose
    The purpose of this study was to evaluate the effects of a simulation based clinical reasoning practice program on clinical competence in nursing students. The program was based on the theoretical frameworks of simulation models and experiential learning theory.
  • Methods
    The program consisted of eight scenarios which includes three main symptoms (abdominal pain, changes in mental status, dyspnea), for improvement of clinical competencies in nursing students. A nonequivalent control group pretest-posttest design was used for evaluation of the effects of the program. Fifty-two junior nursing students in Y University participated in the experimental group (n=25) or control group (n=27). Critical thinking was measured using a self-administered questionnaire. Clinical judgment and clinical performance were measured by a rater using the Rubric. Descriptive analysis, t-test, Mann-Whitney U, Wilcoxon signed rank test was used for data analyses.
  • Results
    Clinical judgment and clinical performance increased in the experimental group, but there were no significant differences in critical thinking.
  • Conclusion
    Results indicate that the program developed in this study is a useful strategy to enhance clinical judgment and clinical performance in nursing students. However, the program did not significantly enhance critical thinking disposition, and further study is needed to measure integrated clinical competence including critical thinking skills.
  • Key Words: Clinical competence; Nursing students; Patient simulation
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Figure 1

Conceptual framework of the study.

kjan-25-574-g001.jpg
Table 1

Objectives of Simulation based Clinical Reasoning Practice Program

kjan-25-574-i001.jpg

PQRST=provocation factors, quality, radiation, severity, timing; OLD CARTS=onset, location, duration, character, aggravating factors, relieving factors, temporal pattern, symptoms associated.

Table 2

Homogeneity Test for Clinical Competencies

kjan-25-574-i002.jpg

Exp.=experimental group; Cont.=control group.

†Mann Whitney U.

Table 3

Differences in Nursing Competencies between the Two Groups

kjan-25-574-i003.jpg

Exp.=experimental group (n=25); Cont.=control group (n=27).

†Wilcoxon signed rank; ‡Mann Whitney U.

Figure & Data

References

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    DOI: https://doi.org/10.7475/kjan.2013.25.5.574
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    DOI: https://doi.org/10.7475/kjan.2013.25.5.574
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    Effects of a Simulation based Clinical Reasoning Practice Program on Clinical Competence in Nursing Students
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    Figure 1 Conceptual framework of the study.

    Figure 1

    Effects of a Simulation based Clinical Reasoning Practice Program on Clinical Competence in Nursing Students

    Objectives of Simulation based Clinical Reasoning Practice Program

    PQRST=provocation factors, quality, radiation, severity, timing; OLD CARTS=onset, location, duration, character, aggravating factors, relieving factors, temporal pattern, symptoms associated.

    Homogeneity Test for Clinical Competencies

    Exp.=experimental group; Cont.=control group.

    †Mann Whitney U.

    Differences in Nursing Competencies between the Two Groups

    Exp.=experimental group (n=25); Cont.=control group (n=27).

    †Wilcoxon signed rank; ‡Mann Whitney U.
    Table 1 Objectives of Simulation based Clinical Reasoning Practice Program

    PQRST=provocation factors, quality, radiation, severity, timing; OLD CARTS=onset, location, duration, character, aggravating factors, relieving factors, temporal pattern, symptoms associated.

    Table 2 Homogeneity Test for Clinical Competencies

    Exp.=experimental group; Cont.=control group.

    †Mann Whitney U.

    Table 3 Differences in Nursing Competencies between the Two Groups

    Exp.=experimental group (n=25); Cont.=control group (n=27).

    †Wilcoxon signed rank; ‡Mann Whitney U.

    Table 1

    Table 2

    Table 3

    Korean J Adult Nurs : Korean Journal of Adult Nursing
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