Traditional Versus Simulated Guided Methodology In Teaching Vital Sign Assessment of the Normal Newborn to the Nursing Student: A Clinical Outcome Evaluation

<p>Nursing education faces many challenges such as faculty shortages, inadequate clinical site placements, the inability to accept qualified students because of limited resources, and how to effectively educate students who are tech savvy, confident, highly motivated yet have differing needs from previous generations. This study sought to explore how nurse educators can engage students when traditional teaching methods such as lecture may not work. The use of simulation, a method where students perform nursing skills on interactive mannequins, may provide significant insights into this issue. Yet there is limited research on this relatively new method. This study evaluates two distinct groups of students in the clinical environment and outcomes produced from two different methods of learning based on skill performance, competency, and confidence perception. A total of 56 senior level nursing students, 23 traditional group and 33 simulated guided, were evaluated. Quantitative and qualitative data collection included surveys (NLN Student Satisfaction and Self-Confidence in Learning), questionnaires, and a researcher developed measurement tool. Data was analyzed using SPSS v.19 statistical software. Findings indicate that although there were small differences seen between the groups, the use of simulation as a method of teaching along with traditional practices are beneficial in taking a learner centered approach in educating today's nursing student.</p>

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Campus Access Dissertation

Discipline thesis:degree_discipline

Educational Leadership and Policies

Year

2012

Author dc:creator

• Rivers, Joynelle LaShea

Contributors dc:contributor

• Beth Powers-Costello

• Curriculum and Instruction
• Education
• confidence
• nursing education
• satisfaction
• simulation
• student learning
• teaching methodologies

Statement dc:rights

• © 2012, Joynelle LaShea Rivers

Repository record dc:identifier

https://scholarcommons.sc.edu/etd/871

OAI identifier oai:identifier

oai:scholarcommons.sc.edu:etd-1872