The purpose of this study was to determine if students learn clinical judgment as effectively using computer-based simulations as when using high-fidelity mannequin simulations. There was a single research questions for this study: What is the difference in clinical judgment between participants completing high-fidelity human simulator mannequin simulation or computer-based simulation? A convenience sample of 50 associate degree nursing students in the last medical-surgical nursing course of their program were invited to participate in this study. Analysis of the demographic data confirmed the similarity of the two groups in terms of the potentially important confounding variables such as age, sex, education and prior healthcare experience. The score for each participant from the computer-based simulation (Simulation 2) and the percent of interventions completed in the high-fidelity human simulator simulation (Simulation 3) by each participant was added together to obtain an aggregate clinical judgment score for participants in Group C and Group M. Two-tailed t test for independent means was used to determine if a significant difference existed between the aggregate clinical judgment score for Group C and the aggregate clinical judgment score for Group M. Results from the test indicated that there was no difference between groups at the 95% confidence interval. The similarity of the clinical judgment scores of the computer-based simulation group to the scores of the high-fidelity mannequin simulation group indicates similar utility of the two instructional methods. The use of carefully planned and well-designed computer-based simulations can allow students to practice skills and develop confidence, self-efficacy and clinical judgment independently, freeing faculty for other instructional tasks.
|Advisor:||Redden, Charlotte A.|
|Commitee:||Bartelme, Lois, Lane, Molly|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 74/08(E), Dissertation Abstracts International|
|Subjects:||Instructional Design, Educational psychology, Nursing, Health education, Educational technology|
|Keywords:||Clinical judgment, Computer-based simulation, High-fidelity mannequin simulation, Nursing education, Simulation|
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