The effect of curricular sequencing of human patient simulation learning experiences on students’ self-perceptions of clinical reasoning abilities
Indiana University School of Nursing
Place of Publication
Indiana University-Purdue University Indianapolis (IUPUI)
It is unknown whether timing of human patient simulation (HPS) in a semester, demographic (age, gender, and ethnicity), and situational (type of program and previous baccalaureate degree and experience in healthcare) variables affects students‘ perceptions of their clinical reasoning abilities. Nursing students were divided into two groups, mid and end of semester HPS experiences. Students‘ perceptions of clinical reasoning abilities were measured at Baseline (beginning of semester) and Time 2 (end of semester), along with demographic and situational variables. Dependent variable was Difference scores where Baseline scores were subtracted from Time 2 scores to reveal changes in students‘ perceptions of clinical reasoning. Students who were older and had previous healthcare experience had higher scores, as well as students in the AS program, indicating larger changes in students‘ perceptions of clinical reasoning abilities from Baseline to Time 2. Timing of HPS, mid or end of semester, had no effect on Difference scores, and thus students‘ perceptions of clinical reasoning abilities.
clinical reasoning, nursing education, nursing students, simulation
Rebecca S. Jensen (2011).
The effect of curricular sequencing of human patient simulation learning experiences on students’ self-perceptions of clinical reasoning abilities. Indiana University-Purdue University Indianapolis (IUPUI): Indiana University School of Nursing.