Bensfield, Jacqueline Hamlin

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Via Sapientiae: The Institutional Repository at DePaul University

Poster	Print	Size:	This	poster	template	is	36”	high	by	48”	wide.	It	can	be	used	to	print	a	Tri-Fold	poster	with	12”	wings.	Placeholders:	The	various	elements	included	in	this	poster	are	ones	we	oFen	see	in	medical,	research,	and	scienHfic	posters.	Feel	free	to	edit,	move,		add,	and	delete	items,	or	change	the	layout	to	suit	your	needs.	Always	check	with	your	conference	organizer	for	specific	requirements.	Image	Quality:	You	can	place	digital	photos	or	logo	art	in	your	poster	file	by	selecHng	the	Insert,	Picture	command,	or	by	using	standard	copy	&	paste.	For	best	results,	all	graphic	elements	should	be	at	least	150-200	pixels	per	inch	in	their	final	printed	size.	For	instance,	a	1600	x	1200	pixel	photo	will	usually	look	fine	up	to	8“-10”	wide	on	your	printed	poster.	To	preview	the	print	quality	of	images,	select	a	magnificaHon	of	100%	when	previewing	your	poster.	This	will	give	you	a	good	idea	of	what	it	will	look	like	in	print.	If	you	are	laying	out	a	large	poster	and	using	half-scale	dimensions,	be	sure	to	preview	your	graphics	at	200%	to	see	them	at	their	final	printed	size.	Please	note	that	graphics	from	websites	(such	as	the	logo	on	your	hospital's	or	university's	home	page)	will	only	be	72dpi	and	not	suitable	for	prinHng.		[This	sidebar	area	does	not	print.]	Change	Color	Theme:	This	template	is	designed	to	use	the	built-in	color	themes	in	the	newer	versions	of	PowerPoint.	To	change	the	color	theme,	select	the	Design	tab,	then	select	the	Colors	drop-down	list.										The	default	color	theme	for	this	template	is	“Office”,	so	you	can	always	return	to	that	aFer	trying	some	of	the	alternaHves.	PrinHng	Your	Poster:	Once	your	poster	file	is	ready,	visit	www.genigraphics.com	to	order	a	high-quality,	affordable	poster	print.	Every	order	receives	a	free	design	review	and	we	can	deliver	as	fast	as	next	business	day	within	the	US	and	Canada.		Genigraphics®	has	been	producing	output	from	PowerPoint®	longer	than	anyone	in	the	industry;	daHng	back	to	when	we	helped	MicrosoF®	design	the	PowerPoint®	soFware.			US	and	Canada:		1-800-790-4001	Email:	info@genigraphics.com		[This	sidebar	area	does	not	print.]	Folds	here	 Folds	here	Folds	here	 Folds	here	Examining	the	Impact	of	Prior	Clinical	Experience	and	Learning	Outcomes	During	High-Fidelity	SimulaIon	in	Nursing	EducaIon		Jacqueline	Hamlin	Bensfield,	MPH		DePaul	UniversHy		Jacqueline	Hamlin	Bensfield,	MPH	DePaul	University		jhamlin@depaul.edu		847-420-9346	References	Data	was	analyzed	using	StaHsHcal	Package	for	the	Social	Sciences	(SPSS).		A	one-way	MANOVA	analysis	was	conducted	determine	if	there	was	a	difference	among	with	prior	health	care	experience	and	the	following	learning	outcomes:	knowledge,	skills	and	criHcal	thinking,	and	clinical	judgment.	Post	hoc	tests	are	not	performed	for	the	“more	than	5	years.”		Using	Pillai’s	statsIc	there	was	a	significant	difference	in	learning	outcomes	among	students	with	prior	healthcare	experience,	V=2.03,	F(21,21)	=2.1,	p	<.05	.				Healthcare	Experience	and	Knowledge		There	were	no	staHsHcally	significant	differences	among	knowledge	and	years	of	prior	healthcare	experience.			Healthcare	Experience	and	CriIcal	Thinking	and	Skills			There	were	no	staHsHcally	significant	differences	among	criHcal	thinking	and	skills,	and	years	of	prior	healthcare	experience	for	the	baseline	or	intervenHon	simulaHon.	There	was	however,	a	staHsHcally	significant	difference	in	years	of	healthcare	experience	among	and	criHcal	thinking	and	skills	among	students	who	completed	the	repeat	baseline	simulaHon,	F(3,11)=3.96,	p<0.05,	parHal	n2=.52.	There	was	also,	a	staHsHcally	significant	difference	in	years	of	healthcare	experience	among	and	criHcal	thinking	and	skills	among	students	who	completed	the	advanced	simulaHon,	F(3,11)=3.96,	p<0.05,	parHal	n2=.52	(Table	1).		Healthcare	Experience	and	Clinical	Judgment		There	were	no	staHsHcally	significant	differences	among	clinical	judgment	and	years	of	prior	healthcare	experience.			Results		The	findings	of	this	secondary	analysis	do	suggest	there	is	a	difference	is	learning	outcomes	among	student	with	prior	healthcare	experience.	Further,	the	descripHve	data	suggest	that	students	with	healthcare	experience	earned	higher	scores	in	all	three	competencies	of	this	study.	The	non-staHsHcally	significant	values	could	be	aqributed	to	the	study	parHcipants	themselves.	It	is	assumed	that	because	all	of	the	study	parHcipants	were	admiqed	to	a	mastery	program,	they		likely	had	advanced	criHcal	thinking	skills	despite	prior	clinical	experience.			The	staHsHcally	significant	factors	in	this	study	–	criHcal	thinking	and	skills	–	indicate	that	prior	clinical	experience	has	an	impact	on	learning	outcomes.	This	finding	can	be	explained	by	assuming	that	students	with	prior	healthcare	experience	had	more	opportuniHes	to	pracHce	the	skills;	thus,	performing	beqer	than	study	parHcipants	who	had	less	or	no	prior	healthcare	experience.		Discussion	Findings	suggest	there	is	a	difference	between	students	with	prior	healthcare	experience	and	learning	outcomes	during	HFS.	There	is	a	need	further	research	that	focuses	the	impact	of	student	characterisHcs	and	learning	outcomes	to	refine	design	and	implementaHon	of	HFS.		Conclusion	Dependent	Variable		 df	 F	 n2	 p	Knowledge	(Posqest	1)	 3	 .32	 .08	 .09	Knowledge	(Posqest	2)	 3	 1.46	 .28	 .28	CriHcal	Thinking	and	Skills	(Baseline	SimulaHon)	3	 3.38	 .48	 .58	CriHcal	Thinking	and	Skills	(IntervenHon	SimulaHon)	3	 3.31	 .47	 .67	CriHcal	Thinking	and	Skills	(Repeat	Baseline	SimulaHon)	3	 3.96*	 .52	 .67	CriHcal	Thinking	and	Skills	(Advanced	SimulaHon)	3	 3.96*	 .52	 .67	Clinical	Judgment	(Baseline	SimulaHon)	3	 1.01	 .22	 .21	Clinical	Judgment	(IntervenHon	SimulaHon)	3	 .76	 .17	 .16	Clinical	Judgment	(Repeat	Baseline	SimulaHon)	3	 .86	 .19	 .18	Clinical	Judgment	(Advanced	SimulaHon)	3	 3.31	 .47	 .59	IntroducIon	&Background	High-fidelity	nursing	simulaHons	(HFS)	are	risk-free,	realisHc	situaHons	that	provide	learners	the	opportunity	to	develop	skills	in	an	environment	that	mimics	the	clinical	sevng	(Yan,	Williams,	Fang,	&	Ye,	2012).	HFS	is	defined	as	the	use	of	“computer	controlled	mannequins”	that	can	simulate	real-life	scenarios	(Flood	&	Thompson,	2011;	Roberts	&	Greene,	2011).		There	has	been	an	increase	in	popularity	of	HFS	use	in	nursing	programs,	prompHng	an	increase	in	guidelines	and	design	of	HFS	as	a	supplement	to	tradiHonal	clinical	Hme.	However,	there	is	sHll	need	to	research	learning	outcomes	of	HFS,	as	well	as	the	standardizaHon	of	pracHce	(Doolen,	2016).	Table	1.	Effect	of	Healthcare	Experience	on	Dependent	Variables		Dr.	Tamara	Poole,	DNP,	APN,	FNP-BC   		Acknowledgements	The	results	of	this	study	can	be	used	as	a	playorm	to	for	further	research	on	the	impact	of	student	characterisHcs	on	learning	outcomes	during	HFS.	This	type	of	research	should	be	used	to	improve	design	and	implementaHon	of	HFS	in	nursing	program.	ConHnued	quality	improvement	will	ulHmately	improve	learning	outcome	and	improved	clinical	performance	among	student	nurses	students.		Purpose	&	Research	QuesIon	The	purpose	of	this	study	was	to	conduct	a	secondary	analysis	of	data	to	determine	if	previous	healthcare	experience	impacts	learning	outcomes	during	HFS	simulaHon.			Is	there	a	different	in	learning	outcomes	(i.e.	knowledge,	criHcal	thinking	and	skills,	and	clinical	judgment)	during	HFS	among	student	nurses	with	prior	healthcare	experience?		ImplicaIon	for	Nursing	Methods		The	study	design	used	secondary	analysis	of	a	study	enHtled,	“SimulaHon	and	Curriculum	IntegraHon:	Does	SimulaHon	Improve	Clinical	Competence	”	conducted	by	Dr.	Tamara	Poole	(2017).			The	sample	used	in	this	study	was	a	convenience	sample	of	thirty	students	enrolled	in	DePaul	University’s	master	of	science	in	nursing	program.	Knowledge,	criHcal	thinking	and	skills,	and	clinical	judgment	were	measured	using	pre-	and	post-tests,	the	Creighton	Competency	EvaluaHon	Instrument	and	the	Lassater	Clinical	Judgment	Rubric,	respecHvely.	 Note:	*	Indicate	a	significant	F	raHo	at	the	p<0.05	level.	27%	27%	36%	7%	3%	None	 Less	than	1	year	1-3	years	 3-5	years	More	than	5	years	Chart	1.	Percent	of	Healthcare	Experience	Among	Study	ParHcipants		Doolen,	J.,	et	al.	High-fidelity	simulaHon	in	undergraduate	nursing	educaHon:	a	review	of	simulaHon	review.	Clinical	Simula5on	In	Nursing,	12(7),	290	–	302.			Flood,	J.L.	and	Thompson,	A.N.	(2011).	High-fidelity	paHent	simulaHons:	A	classroom	learning	tool.		American	Nurse	Today,	6	(5).	Retrieved	from	hqps://www.americannursetoday.com/high-fidelity-paHent-													simulaHons-a-classroom-learning-tool/		Poole,	T.	(2017).	Simula5on	and	curriculum	integra5on:	does	simula5on	improve	clinical	competence	(Unpublished	doctoral	dissertaHon.	DePaul	University,	Chicago,	IL.		Roberts,	D.	&	Greene,	L.	(2011).	The	theater	of	high-fidelity	simulaHon	educaHon.	Nurse	Educa5on	today,	31(7),	694-698.	hqp://dx.doi.org/10.1016/j.nedt.2010.06.003.	Yang,	H.	&	Thompson,	C.	(2011).	The	effects	of	clinical	experience	on	nurses’	criHcal	event	risk	assessment	judgments	in	paper	based	and	high	fidelity	simulated	condiHons:	A	comparaHve	judgment	analysis.													Interna5onal	Journal	of	Nursing	Studies,	48(4),	429-437.	hqp://dx.doi.org/10.1016/j.ijnurstu.2010.09.010	Contact		

Examining the impact of prior clinical experience and learning outcomes during high-fidelity simulation in nursing education

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Examining the impact of prior clinical experience and learning outcomes during high-fidelity simulation in nursing education

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