{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/2760"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/2760","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Communicating patient status: a comparison of teaching strategies in pre-licensure nursing education","abstract":"Educational strategies to develop practice-ready, patient status reporting skills in pre-licensure nursing education are needed (Benner, Sutphen, Leonard, and Day, 2010). This study aimed to explore if there was a difference in patient status reporting performance and perceptions of learning for senior pre-licensure nursing students who participated in one of two instructional techniques. The Cognitive Apprenticeship model and a classroom-based, active learning strategy both featuring the ISBARR reporting method comprised the instruction. A sample of 141 baccalaureate nursing students participated in the study. A randomized posttest-only design with comparison group method was used to conduct the research. Reporting performances were scored using The Inter-Professional Critical Incident Report Evaluation Tool during a post-instruction, high fidelity simulation exercise. No statistically significant difference between mean scores for instructional groups was noted in reporting performance or learning satisfaction and self-confidence. This study supports findings from a similar inquiry which suggest that framework approaches to patient reporting can be helpful in learning procedural skill elements. Proficiency in this domain is contingent however upon the ability to recognize the important features of a clinical situation and identify assessment indicators relevant to the problem.","abstract_html":"Educational strategies to develop practice-ready, patient status reporting skills in pre-licensure nursing education are needed (Benner, Sutphen, Leonard, and Day, 2010). This study aimed to explore if there was a difference in patient status reporting performance and perceptions of learning for senior pre-licensure nursing students who participated in one of two instructional techniques. The Cognitive Apprenticeship model and a classroom-based, active learning strategy both featuring the ISBARR reporting method comprised the instruction. A sample of 141 baccalaureate nursing students participated in the study. A randomized posttest-only design with comparison group method was used to conduct the research. Reporting performances were scored using The Inter-Professional Critical Incident Report Evaluation Tool during a post-instruction, high fidelity simulation exercise. No statistically significant difference between mean scores for instructional groups was noted in reporting performance or learning satisfaction and self-confidence. This study supports findings from a similar inquiry which suggest that framework approaches to patient reporting can be helpful in learning procedural skill elements. Proficiency in this domain is contingent however upon the ability to recognize the important features of a clinical situation and identify assessment indicators relevant to the problem.","abstract_has_math":false,"creators":["Lanz, Amelia Lanz"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Houser, Rick","Hamner, Karl A.","Rice, Margaret L.","Frith, Karen H."],"advisors":["Wood, Felecia G."],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016","date_published":"2016","updated_at":"2026-07-27T18:44:01Z","subjects":["Educational evaluation","Nursing"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0002471","Lanz_alatus_0004D_12914"],"render_values":[{"text":"u0015_0000001_0002471","href":null,"code":true},{"text":"Lanz_alatus_0004D_12914","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/2760","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Houser, Rick","Hamner, Karl A.","Rice, Margaret L.","Frith, Karen H."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Wood, Felecia G."]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Lanz, Amelia Lanz"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-02T19:54:56Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-02T19:54:56Z"]},{"key":"dc:date.issued","label":"Date","values":["2016"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational evaluation","Nursing"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0002471","Lanz_alatus_0004D_12914"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/2760"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Educational strategies to develop practice-ready, patient status reporting skills in pre-licensure nursing education are needed (Benner, Sutphen, Leonard, and Day, 2010). This study aimed to explore if there was a difference in patient status reporting performance and perceptions of learning for senior pre-licensure nursing students who participated in one of two instructional techniques. The Cognitive Apprenticeship model and a classroom-based, active learning strategy both featuring the ISBARR reporting method comprised the instruction. A sample of 141 baccalaureate nursing students participated in the study. A randomized posttest-only design with comparison group method was used to conduct the research. Reporting performances were scored using The Inter-Professional Critical Incident Report Evaluation Tool during a post-instruction, high fidelity simulation exercise. No statistically significant difference between mean scores for instructional groups was noted in reporting performance or learning satisfaction and self-confidence. This study supports findings from a similar inquiry which suggest that framework approaches to patient reporting can be helpful in learning procedural skill elements. Proficiency in this domain is contingent however upon the ability to recognize the important features of a clinical situation and identify assessment indicators relevant to the problem."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Communicating patient status: a comparison of teaching strategies in pre-licensure nursing education"]}]}],"canonical_facts":{"dc:contributor":["Houser, Rick","Hamner, Karl A.","Rice, Margaret L.","Frith, Karen H."],"dc:contributor.advisor":["Wood, Felecia G."],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["Lanz, Amelia Lanz"],"dc:date.accessioned":["2017-03-02T19:54:56Z"],"dc:date.available":["2017-03-02T19:54:56Z"],"dc:date.issued":["2016"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["Educational strategies to develop practice-ready, patient status reporting skills in pre-licensure nursing education are needed (Benner, Sutphen, Leonard, and Day, 2010). This study aimed to explore if there was a difference in patient status reporting performance and perceptions of learning for senior pre-licensure nursing students who participated in one of two instructional techniques. The Cognitive Apprenticeship model and a classroom-based, active learning strategy both featuring the ISBARR reporting method comprised the instruction. A sample of 141 baccalaureate nursing students participated in the study. A randomized posttest-only design with comparison group method was used to conduct the research. Reporting performances were scored using The Inter-Professional Critical Incident Report Evaluation Tool during a post-instruction, high fidelity simulation exercise. No statistically significant difference between mean scores for instructional groups was noted in reporting performance or learning satisfaction and self-confidence. This study supports findings from a similar inquiry which suggest that framework approaches to patient reporting can be helpful in learning procedural skill elements. Proficiency in this domain is contingent however upon the ability to recognize the important features of a clinical situation and identify assessment indicators relevant to the problem."],"dc:format.medium":["electronic"],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["u0015_0000001_0002471","Lanz_alatus_0004D_12914"],"dc:identifier.uri":["https://ir.ua.edu/handle/123456789/2760"],"dc:language":["English"],"dc:language.iso":["en_US"],"dc:publisher":["University of Alabama Libraries"],"dc:rights":["All rights reserved by the author unless otherwise indicated."],"dc:subject":["Educational evaluation","Nursing"],"dc:title":["Communicating patient status: a comparison of teaching strategies in pre-licensure nursing education"],"dc:type":["thesis","text"]},"updated_at":"2026-07-27T18:44:01Z"}