Simulation: An active learning pedagogy for an undergraduate nursing leadership course.
Background: Interpretive pedagogy with simulation encourages students to consider multiple perspectives contextually leading students to think deeper in a shared learning environment. Problem: Clinical sites were lacking in a senior nursing leadership and management course and necessitated the adapt...
| Publicado en: | Nursing Forum Vol. 57; no. 5; pp. 765 - 773 |
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| Autores principales: | , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Sep2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=158915792&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 158915792 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00296473 22T jtl: Nursing Forum issn: 00296473 maglogo: Y pubinfo: dt: Sep2022 vid: 57 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 158915792 157292847 158915792 158915792 10.1111/nuf.12760 158915792 ppf: 765 ppct: 8 formats: tig: atl: Simulation: An active learning pedagogy for an undergraduate nursing leadership course. aug: au: Spigelmyer, Pamela C. Loughran, Mary C. affil: School of Nursing, Duquesne University, Pittsburgh Pennsylvania, , USA sug: subj: Simulations Learning Evaluation Teaching Methods Students, Undergraduate Leadership Course Evaluation Learning Environment Human Random Assignment Randomized Controlled Trials Pretest-Posttest Design Confidence Intervals Descriptive Statistics Statistical Significance Education, Nursing Patient Care Nursing Role Faculty Role Software Design T-Tests ab: Background: Interpretive pedagogy with simulation encourages students to consider multiple perspectives contextually leading students to think deeper in a shared learning environment. Problem: Clinical sites were lacking in a senior nursing leadership and management course and necessitated the adaptation of traditional clinical teaching methodologies. Approach: Low‐fidelity simulation was used as an active learning strategy to fulfill clinical hours. Outcomes: Comparing student groups' pretest mean scores were not significant (p =.610; 95% confidence interval [CI] [−0.95, 0.12]). Comparatively, the student groups' posttest scores ranging between 87% and 90%, respectively, were also not statistical significance (p =.136, 95% CI [−0.95, 0.12]). Conclusion: Students were positive about their experience. They appreciated the opportunity to practice what they learned in the classroom in a safe environment. As a result, simulation in a senior nursing leadership course can be successfully used as an alternative to traditional clinical experiences and fulfill clinical hour requirements. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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