Abstract/Details

Learning needs in the traditional clinical environment and the simulated clinical environment: A survey of undergraduate nursing students


2007 2007

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Abstract (summary)

This study utilized a researcher-developed survey designed to determine if selected learning needs of undergraduate nursing students were perceived to have been met better in a traditional clinical environment or a simulated clinical environment. In addition, the study was designed to determine which learning needs the students believed were important to their development as registered nurses.

The need for this study was driven by the increasing use of high-fidelity human patient simulation in nursing schools across the U.S., Canada, and the United Kingdom. State Boards of Nursing commonly are asked how much simulation can be used to replace traditional clinical experiences and several have placed percentage of time limitations on its use. It was the desire of this researcher to provide empirical data to those in decision-making positions so that informed, evidence-based decisions will follow.

The sample for this study included 422 undergraduate nursing students from three U.S. nursing schools. Each participant had received traditional and simulated clinical learning experiences. The students were asked to use a Likert-scale to denote their perceptions of how well various learning needs were met in each environment, and whether those needs were important to their development as a registered nurse.

Indexing (details)


Subject
Nursing;
Educational software;
Curricula;
Teaching;
Clinical outcomes;
Simulation;
College students
Classification
0569: Nursing
0710: Educational software
0727: Curricula
0727: Teaching
Identifier / keyword
Health and environmental sciences, Education, Clinical environment, Learning needs, Nursing students, Patient simulation, Undergraduate
Title
Learning needs in the traditional clinical environment and the simulated clinical environment: A survey of undergraduate nursing students
Author
Leighton, Kimberly L.
Number of pages
229
Publication year
2007
Degree date
2007
School code
0138
Source
DAI-A 68/06, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549112259
Advisor
Stick, Sheldon L.
Committee member
Brooks, David W.; Bryant, Miles T.; King, James W.
University/institution
The University of Nebraska - Lincoln
Department
Educational Studies
University location
United States -- Nebraska
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3271929
ProQuest document ID
304827961
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304827961
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