Hyeran Park MSN, CHNP, RN, Young Joo Lee PhD, RN, Debra K. Moser PhD, RN, FAHA, FAAN, JuHee Lee PhD, RN, APRN, FAAN
{"title":"高仿真模拟经验、临床推理和新护士临床能力之间的关系:横断面研究","authors":"Hyeran Park MSN, CHNP, RN, Young Joo Lee PhD, RN, Debra K. Moser PhD, RN, FAHA, FAAN, JuHee Lee PhD, RN, APRN, FAAN","doi":"10.1111/inr.12973","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Aim</h3>\n \n <p>This study aimed to determine which high-fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses.</p>\n </section>\n \n <section>\n \n <h3> Background</h3>\n \n <p>HFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment.</p>\n </section>\n \n <section>\n \n <h3> Design</h3>\n \n <p>A cross-sectional study reported following STROBE criteria.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Data were collected on new nurses (<i>n</i> = 224) who experienced HFS in their fourth-year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Feedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, and HFS design indirectly affected clinical competence through clinical reasoning.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>HFS learning is one of the best ways to improve clinical reasoning. Improving students' clinical reasoning should be an important goal of HFS learning in undergraduate courses to prepare students to be clinically competent nurses.</p>\n </section>\n \n <section>\n \n <h3> Implications for nursing</h3>\n \n <p>The ultimate goal of nursing education is to prepare nursing students to be competent nurses. Validating the outcomes of nursing education in the clinical environment setting is an essential task to improve clinical practice.</p>\n </section>\n \n <section>\n \n <h3> Implications for nursing policy</h3>\n \n <p>Nurse educators and leaders can increase nurses' clinical competence by emphasizing education to foster nurses' clinical reasoning in nursing education policies.</p>\n </section>\n </div>","PeriodicalId":54931,"journal":{"name":"International Nursing Review","volume":"72 1","pages":""},"PeriodicalIF":3.8000,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Relationship of high-fidelity simulation experience, clinical reasoning, and clinical competence of new nurses: A cross-sectional study\",\"authors\":\"Hyeran Park MSN, CHNP, RN, Young Joo Lee PhD, RN, Debra K. Moser PhD, RN, FAHA, FAAN, JuHee Lee PhD, RN, APRN, FAAN\",\"doi\":\"10.1111/inr.12973\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Aim</h3>\\n \\n <p>This study aimed to determine which high-fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>HFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Design</h3>\\n \\n <p>A cross-sectional study reported following STROBE criteria.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Data were collected on new nurses (<i>n</i> = 224) who experienced HFS in their fourth-year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Feedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, and HFS design indirectly affected clinical competence through clinical reasoning.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>HFS learning is one of the best ways to improve clinical reasoning. 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Relationship of high-fidelity simulation experience, clinical reasoning, and clinical competence of new nurses: A cross-sectional study
Aim
This study aimed to determine which high-fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses.
Background
HFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment.
Design
A cross-sectional study reported following STROBE criteria.
Methods
Data were collected on new nurses (n = 224) who experienced HFS in their fourth-year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence.
Results
Feedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, and HFS design indirectly affected clinical competence through clinical reasoning.
Conclusions
HFS learning is one of the best ways to improve clinical reasoning. Improving students' clinical reasoning should be an important goal of HFS learning in undergraduate courses to prepare students to be clinically competent nurses.
Implications for nursing
The ultimate goal of nursing education is to prepare nursing students to be competent nurses. Validating the outcomes of nursing education in the clinical environment setting is an essential task to improve clinical practice.
Implications for nursing policy
Nurse educators and leaders can increase nurses' clinical competence by emphasizing education to foster nurses' clinical reasoning in nursing education policies.
期刊介绍:
International Nursing Review is a key resource for nurses world-wide. Articles are encouraged that reflect the ICN"s five key values: flexibility, inclusiveness, partnership, achievement and visionary leadership. Authors are encouraged to identify the relevance of local issues for the global community and to describe their work and to document their experience.