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Document Type

Thesis - University Access Only

Award Date

2013

Degree Name

Master of Science (MS)

Department / School

Graduate Nursing

First Advisor

Kay Foland

Abstract

Use of simulation as an education tool has increased in many schools and health care institutes. Simulation labs have been shown to increase student’s skills in assessment, critical thinking, problem solving, decision making, and collaborating with others. There is little evidence however, whether experienced nurses could benefit in similar ways as students from high-fidelity simulation education. The purpose of the study was to evaluate the change in confidence levels of experienced nurses after a high fidelity simulation experience. This study evaluated experienced nurses’ confidence level during a code blue situation. A quasi-experimental design was used to determine the impact of high-fidelity simulation teaching on experienced nurses confidence level during a code blue simulation. Participants included 40 experienced nurses (two years of experience or more) working on an adult medical unit. Twenty of the participants were in the control group and took the pre and post-test. They received no intervention. The other 20 were in the intervention group who took a pre-test, participated in the code blue simulation, a debriefing session, and then took the post-test. The pre and post-test data were statistically analyzed using a chi-square test. The p-wave was set at 0.05. The null hypothesis was rejected. Results showed that in the population studied there is a positive relationship between simulation and nurses’ confidence level. Themes noted by nurses include learning new skills in an emergency situation, learning what supplies are on the code cart and what to say when calling the physician and family.

Library of Congress Subject Headings

Medical emergencies--Computer simulation
Nurses--Study and teaching--Simulation methods
Nurses--Attitudes

Description

Includes bibliographical references (pages 38-42).

Format

application/pdf

Number of Pages

63

Publisher

South Dakota State University

Rights

In Copyright - Educational Use Permitted
http://rightsstatements.org/vocab/InC-EDU/1.0/

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