{"id":{"repo_id":"siu-theses","oai_identifier":"oai:opensiuc.lib.siu.edu:dissertations-2326"},"canonical_url":"https://search.dev.ndltd.org/etd/siu-theses/oai:opensiuc.lib.siu.edu:dissertations-2326","repository":{"repo_id":"siu-theses","name":"Southern Illinois University","base_url":"https://opensiuc.lib.siu.edu/do/oai/"},"display":{"title":"ACCELERATING THE NOTICING SKILLS OF NURSING AND MEDICAL STUDENTS USING STAGED VIDEO SIMULATION","abstract":"This study examines the accelerating of expertise by training novices to attend to the situational cues that experts notice to solve problems. The purpose of this qualitative study is to examine and expand upon training of expertise by using the expertise-based training (XBT) approach as a guide. Specifically, the study investigated a strategy for targeting the beginning of situation awareness and pattern recognition. Medical and nursing student participants were asked to interactively observe videotaped simulated nursing scenarios for the presence of errors, with experts’ observations of the same clips provided as feedback. Participants were cued to reflect upon how their observations differed from experts’ observations of the same video clips. The study qualitatively analyzed the scenario observations and focus group responses to determine if the students expanded their basic level of clinical judgment. The study found that the students enjoyed the scenarios even while promoting cognitive dissonance as the errors generated a substantive discussion. The potential benefits of the study to nursing education, along with other fields that employ simulator training, will be in discovering new ways to employ the simulator for maximum efficiency and effectiveness.","abstract_html":"This study examines the accelerating of expertise by training novices to attend to the situational cues that experts notice to solve problems. The purpose of this qualitative study is to examine and expand upon training of expertise by using the expertise-based training (XBT) approach as a guide. Specifically, the study investigated a strategy for targeting the beginning of situation awareness and pattern recognition. Medical and nursing student participants were asked to interactively observe videotaped simulated nursing scenarios for the presence of errors, with experts’ observations of the same clips provided as feedback. Participants were cued to reflect upon how their observations differed from experts’ observations of the same video clips. The study qualitatively analyzed the scenario observations and focus group responses to determine if the students expanded their basic level of clinical judgment. The study found that the students enjoyed the scenarios even while promoting cognitive dissonance as the errors generated a substantive discussion. The potential benefits of the study to nursing education, along with other fields that employ simulator training, will be in discovering new ways to employ the simulator for maximum efficiency and effectiveness.","abstract_has_math":false,"creators":["Razer, Abby"],"institution":null,"degree_name":"Doctor of Philosophy","degree_level":"Campus Only Dissertation","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Fadde, Peter","McIntyre, Christie"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T04:35:08Z","subjects":["decision making","Expertise based training (XBT)","human patient simulators","medical education","nursing education","simulation"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://opensiuc.lib.siu.edu/dissertations/1322","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Fadde, Peter","McIntyre, Christie"]},{"key":"dc:creator","label":"Author","values":["Razer, Abby"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Campus Only Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["decision making","Expertise based training (XBT)","human patient simulators","medical education","nursing education","simulation"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://opensiuc.lib.siu.edu/dissertations/1322"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examines the accelerating of expertise by training novices to attend to the situational cues that experts notice to solve problems. The purpose of this qualitative study is to examine and expand upon training of expertise by using the expertise-based training (XBT) approach as a guide. Specifically, the study investigated a strategy for targeting the beginning of situation awareness and pattern recognition. Medical and nursing student participants were asked to interactively observe videotaped simulated nursing scenarios for the presence of errors, with experts’ observations of the same clips provided as feedback. Participants were cued to reflect upon how their observations differed from experts’ observations of the same video clips. The study qualitatively analyzed the scenario observations and focus group responses to determine if the students expanded their basic level of clinical judgment. The study found that the students enjoyed the scenarios even while promoting cognitive dissonance as the errors generated a substantive discussion. The potential benefits of the study to nursing education, along with other fields that employ simulator training, will be in discovering new ways to employ the simulator for maximum efficiency and effectiveness."]},{"key":"dc:title","label":"Title","values":["ACCELERATING THE NOTICING SKILLS OF NURSING AND MEDICAL STUDENTS USING STAGED VIDEO SIMULATION"]}]}],"canonical_facts":{"dc:contributor":["Fadde, Peter","McIntyre, Christie"],"dc:creator":["Razer, Abby"],"dc:description.abstract":["This study examines the accelerating of expertise by training novices to attend to the situational cues that experts notice to solve problems. The purpose of this qualitative study is to examine and expand upon training of expertise by using the expertise-based training (XBT) approach as a guide. Specifically, the study investigated a strategy for targeting the beginning of situation awareness and pattern recognition. Medical and nursing student participants were asked to interactively observe videotaped simulated nursing scenarios for the presence of errors, with experts’ observations of the same clips provided as feedback. Participants were cued to reflect upon how their observations differed from experts’ observations of the same video clips. The study qualitatively analyzed the scenario observations and focus group responses to determine if the students expanded their basic level of clinical judgment. The study found that the students enjoyed the scenarios even while promoting cognitive dissonance as the errors generated a substantive discussion. The potential benefits of the study to nursing education, along with other fields that employ simulator training, will be in discovering new ways to employ the simulator for maximum efficiency and effectiveness."],"dc:identifier":["https://opensiuc.lib.siu.edu/dissertations/1322"],"dc:subject":["decision making","Expertise based training (XBT)","human patient simulators","medical education","nursing education","simulation"],"dc:title":["ACCELERATING THE NOTICING SKILLS OF NURSING AND MEDICAL STUDENTS USING STAGED VIDEO SIMULATION"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Campus Only Dissertation"],"thesis:degree_name":["Doctor of Philosophy"]},"updated_at":"2026-07-24T04:35:08Z"}