Comparison of a residency-based education model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students. Dina Silverthorne

ISBN: 9781109901016

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NOOKstudy eTextbook

170 pages


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Comparison of a residency-based education model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students.  by  Dina Silverthorne

Comparison of a residency-based education model with a traditional clinical education model on perceived clinical decision-making competencies in undergraduate nursing students. by Dina Silverthorne
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This study compared the clinical decision-making competencies of nursing students trained in the residency-based clinical teaching approach with nursing students who are prepared using the traditional instructor-led clinical group before and afterMoreThis study compared the clinical decision-making competencies of nursing students trained in the residency-based clinical teaching approach with nursing students who are prepared using the traditional instructor-led clinical group before and after completion of a one-semester clinical course.

Student satisfaction with their clinical instructor or preceptor and overall clinical experience was evaluated. The effect of such variables as prior clinical experience and age on perceived competency in clinical decision making also was investigated. This study used the Clinical Decision Making in Nursing Scale (CDMNS) to assess nursing students perceived competencies around gathering and synthesizing data in order to make clinical decisions.

The CDMNS was administered at the beginning and at the end of the academic semester. A satisfaction tool was completed by students at the end of the semester and results were used to identify differences between student experiences in the traditional instructor-led clinical group and the residency-based clinical group. Using Benners theory of Novice-to Expert as a framework, students were expected to improve perceived competencies in clinical decision making after engaging in the clinical experience over the course of the semester.-There were no statistically significant differences on CDMNS change scores between students in the residency-based clinical course and those in the traditional clinical course.

There was a greater change seen from pretest to posttest in the residency-based group when compared with the traditional group. Statistical analysis examining change scores for each of the four subscales showed that no statistically significant differences between students in the residency-based and traditional clinical course were identified.

The same pattern of change found for the total was found for the two groups of residency-based students on the subscales. Results addressing traditional and residency-based student satisfaction with the clinical experience showed no statistically significant differences. This study examines a number of critical issues within the current clinical nursing-education model including student perception of clinical decision-making competence and student satisfaction with the clinical experience. Further research focusing on methods of fostering clinical decision making in nursing education continues and the development of effective tools for the assessment of clinical decision making is essential.



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