Utilization of the Nursing Process to Foster Clinical Reasoning During a Simulation Experience

Bibliographic Data

ID3411711
AuthorsAmanda Lambie (Bradley University), Kelly Schwend (Bradley University, corresponding author), Andrea Scholl (Bradley University)
Year2015
Volume5
Issue4
Publication date2015-10-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/2158244015617516
OpenAlexW2224827024
LanguageEN
Citations received2
References cited6

Nursing practice includes complex reasoning and multifaceted decision making with minimal standardized guidance in how to evaluate this phenomenon among nursing students. Learning outcomes related to the clinical reasoning process among novice baccalaureate nursing students during a simulation experience were evaluated. Nursing process records were utilized to evaluate and foster the development of clinical reasoning in a high-fidelity medical-surgical simulation experience. Students were unable to describe and process pertinent patient information appropriately prior to the simulation experience. Students' ability to identify pertinent patient cues and plan appropriate patient care improved following the simulation. The learning activity afforded a structured opportunity to identify cues, prioritize the proper course of nursing interventions, and engage in collaboration among peers. The simulation experience provides faculty insight into the students' clinical reasoning processes, while providing students with a clear framework for successfully accomplishing learning outcomes

Medical education · Nurse education · Nursing Interventions Classification · Nursing process · Psychological intervention · Clinical Reasoning and Diagnostic Skills · Computer Science · Innovations in Medical Education · Medicine · Nursing · Psychology · Simulation-Based Education in Healthcare

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Open DOISci-HubOpen Access