Nurse Educator最新文献

Background: Evidence-based practice (EBP) and clinical decision-making (CDM) are essential for nursing students, yet traditional teaching often fails to foster these skills.

Purpose: This study evaluated the impact of the RICOSRE learning model on nursing students' EBP and CDM competencies compared to traditional lectures.

Methods: In 2024, a quasi-experimental study was conducted in 2 Iranian nursing schools with 158 undergraduate students (second to fourth year). Participants were randomized into 2 groups: experimental (n = 78, RICOSRE, 7 sessions) and control (n = 80, traditional lectures). Data were collected at baseline, 4 weeks, and 6 months using the EBP Competency Questionnaire, CDM Scale, and simulation-based performance assessment.

Results: The RICOSRE group demonstrated significant and sustained improvements in EBP knowledge, skills, attitudes, CDM dimensions, and clinical performance, whereas the control group showed minimal change.

Conclusions: The RICOSRE model is more effective than traditional teaching in enhancing EBP, CDM, and clinical performance among nursing students.

Background: Effective decision-making is essential in nursing but often underdeveloped in students and novice nurses. Eye-tracking offers a real-time, objective way to study decision processes.

Methods: A pilot observational study was conducted, dividing nursing students into high- and low-experience groups based on internship exposure. Participants performed intravenous infusion preparation tasks of varying complexity. Eye-tracking and visualization techniques were used to analyze gaze patterns and decision-making trajectories.

Results: Under low-complexity conditions, both groups showed fewer fixations and shorter durations. As complexity increased, low-experience students exhibited more and longer fixations with frequent gaze shifts, while high-experience students maintained shorter fixation times, fewer transitions, and more organized attention.

Conclusions: Task complexity and clinical experience may influence decision-making. Higher task complexity prompted a shift from intuitive to analytical processing, occurring earlier among less-experienced students. Findings support incorporating complexity-based tasks and expanded practice into nursing education to foster efficient, patient-centered decision-making skills.

Background: Clinical judgment is essential to safe nursing practice, yet limited research has examined how it can be consistently assessed in clinical education.

Purpose: This study explored the use of the Lasater Clinical Judgment Rubric (LCJR) to assess clinical judgment in prelicensure nursing students during clinical experiences, with simulation data included as a comparator.

Methods: A longitudinal cohort study followed 53 students across 4 semesters. Students were evaluated 35 times in clinical and simulation using the LCJR.

Results: Correlations between clinical and simulation scores were strong in Semester 1 but weak thereafter. LCJR scores in clinical experiences increased significantly across semesters, with the largest gains between Semesters 2 and 3.

Conclusion: The LCJR demonstrated sensitivity to developmental change in clinical experiences, supporting its potential as a standardized tool for longitudinal evaluation. Simulation provided a useful point of comparison, highlighting differences in how judgment is expressed and assessed across learning environments.

Background: Virtual Reality (VR) simulation is an attractive experiential learning option. However, the nursing literature is inconclusive as to whether the VR modality is as effective as other simulation methods.

Purpose: The purpose of this retrospective study was to compare prelicensure nursing students' clinical competency and satisfaction in VR versus live simulation.

Methods: Data for this study were collected during undergraduate simulations. Clinical competency was measured using the Creighton Competency Evaluation Instrument ® (C-CEI), and student satisfaction was assessed through an open-ended survey.

Results: Study results suggest that live simulation generally produced higher clinical competence scores compared with VR, although results varied by scenario. Student satisfaction with VR was generally positive and improved over time.

Conclusions: Live and VR simulation have their own strengths, which can be strategically leveraged to meet the objectives of the simulations. Further studies will further clarify the true effect of simulation modality on clinical competence and satisfaction.

Background: Evidence-based approaches for measuring competency in clinical and simulation settings are lacking. Without standardized evaluation, programs risk missing opportunities to identify learning needs and provide timely support of students.

Purpose: This study examined methods to evaluate first-semester nursing students' competency using standardized grading rubrics and student self-evaluation to identify patterns of growth, refine instructional strategies, and advance evidence-informed approaches to early competency development.

Methods: A prospective study was conducted with all students (N = 113) enrolled in a first-semester course. Standardized performance assessments were conducted in weeks 5 and 15, using validated instruments and student reflections.

Results: Analyses showed measurable increases in student self-efficacy, engagement, and perceptions of simulation performance.

Conclusion: Embedding early, standardized competency measurement in clinical and simulation education ensures that nursing students progress with the competency and professional readiness needed for safe, effective practice.