네 개의 팀 기반 고위험 신생아 간호 시뮬레이션 교육이 간호대학생의 핵심간호수행력, 만족도 및 임상적 판단력 인지에 미치는 효과
Effects of Four Team-based High-risk Neonatal Nursing Simulation Methods Comprising Peer Turnover on Baccalaureate Nursing Students’ Perceived Outcomes; Clinical Judgment, Core Skills Performance, and Satisfaction
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Objectives: This study was designed to determine the effects of four different methods of team-based simulation on nursing students’ self-rated core nursing performance, satisfaction, and clinical judgment in high-risk neonatal care scenario. Methods: Nursing students (N=177) from Y College in Daegu participated in a four-group quasi-experimental post-test only design in July 2014. The theoretical framework for this study was based on Tanner’s Clinical Judgment Model and Lasater’s Clinical Judgment Rubric, using Likert scales to measure student’s perceptions of clinical competence. Results: The ratings of students’ perceived clinical judgment, core nursing skills performance, and satisfaction were high, showing the highest rating of high-fidelity simulation (HFS) group with conventional debriefing. However, the strongest positive correlation between team and individual clinical judgment was found in the HFS group implementing reflective debriefing. Conclusions: The effect of reflective debriefing in HFS education for high-risk neonatal care seemed not to be greater than that of conventional debriefing. However, the result of this study implies the HFS groups’ educational outcomes to be higher than LFS group’s. Further research needs to explore whether a team-based high-risk neonatal HFS nursing education comprising a peer handover and reflective debriefing can enhance the study outcomes.
Abstract
Objectives: This study was designed to determine the effects of four different methods of team-based simulation on nursing students’ self-rated core nursing performance, satisfaction, and clinical judgment in high-risk neonatal care scenario. Methods: Nursing students (N=177) from Y College in Daegu participated in a four-group quasi-experimental post-test only design in July 2014. The theoretical framework for this study was based on Tanner’s Clinical Judgment Model and Lasater’s Clinical Judgment Rubric, using Likert scales to measure student’s perceptions of clinical competence. Results: The ratings of students’ perceived clinical judgment, core nursing skills performance, and satisfaction were high, showing the highest rating of high-fidelity simulation (HFS) group with conventional debriefing. However, the strongest positive correlation between team and individual clinical judgment was found in the HFS group implementing reflective debriefing. Conclusions: The effect of reflective debriefing in HFS education for high-risk neonatal care seemed not to be greater than that of conventional debriefing. However, the result of this study implies the HFS groups’ educational outcomes to be higher than LFS group’s. Further research needs to explore whether a team-based high-risk neonatal HFS nursing education comprising a peer handover and reflective debriefing can enhance the study outcomes.
참고문헌 (35)
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