dc.contributor.advisor | Schmer, Carol Elizabeth | |
dc.contributor.author | Alexander, Erica Fay | |
dc.date.issued | 2019 | |
dc.date.submitted | 2019 Spring | |
dc.description | Title from PDF of title page viewed June 7, 2019 | |
dc.description | Dissertation advisor: Carol Schmer | |
dc.description | Vita | |
dc.description | Includes bibliographical references (pages 55-63) | |
dc.description | Thesis (Ph.D.)--School of Nursing and Health Studies. University of Missouri--Kansas City, 2019 | |
dc.description.abstract | In order to efficiently use simulation resources, nursing students are often assigned various
simulation roles. A double-blind, randomized control trial was conducted to explore the
impact of purposeful simulation role assignment, using preferred learning styles, on
prelicensure nursing students’ clinical reasoning. A convenience sample of pre-licensure
nursing students from a mid-western college of nursing were assigned with either the
experimental or control group. Participants in the experimental group were assigned
simulation roles that were congruent with their preferred learning style. Participants in the
control group were assigned simulation roles that were not congruent with their preferred
learning styles. The participants’ preferred learning styles were determined using the Index
of Learning Styles. Clinical reasoning was measured before and after a simulation experience
using the Nurses Clinical Reasoning Scale. Data were analyzed using t tests. When post
intervention scores were compared to pre-intervention scores, both the experimental and
control groups had a statistically significant increase in clinical reasoning scores. | eng |
dc.description.tableofcontents | Introduction -- Review of literature -- Methodology -- Discussion -- Appendix A. Institution Review Board Approval -- Appendix B. Letter of support -- Appendix C: Demographic Information -- Appendix D. Index of Learning Styles -- Appendix E. Nurses Clinical Reasoning Scale -- Appendix F. Permission to Use Nurses Clinical Reasoning Scale -- Appendix G. Student Observation Guide -- Appendix H. Intervention Protocol | |
dc.format.extent | ix, 77 pages | |
dc.identifier.uri | https://hdl.handle.net/10355/68824 | |
dc.publisher | University of Missouri -- Kansas City | eng |
dc.subject.lcsh | Medical logic. | |
dc.subject.lcsh | Nursing -- Study and teaching -- Simulation methods. | |
dc.subject.lcsh | Nursing students -- Evaluation | |
dc.subject.mesh | Students, Nursing | |
dc.subject.mesh | Simulation Training | |
dc.subject.other | Dissertation -- University of Missouri--Kansas City -- Nursing | |
dc.title | Purposeful Simulation Role Assignment | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Nursing (UMKC) | |
thesis.degree.grantor | University of Missouri--Kansas City | |
thesis.degree.level | Doctoral | |
thesis.degree.name | Ph.D. (Doctor of Philosophy) | |