Article

Understanding Nursing Student Choice in Completion of Presimulation Activities

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Abstract

Background Research has provided evidence that students often choose not to complete ungraded or extra credit elective activities. While other fields have attempted to understand and address this issue, there is a dearth of knowledge on nursing students’ choices for completion of elective activities. Method A survey was completed by 133 nursing students following their congestive heart failure simulation to determine their completion or non-completion of the presimulation activities and their reasons behind this choice. Results This study found that student demographics were not predictors of student choice for engaging in elective assignments. Results also showed that preparedness, authority, apathy, and time were important reasons behind the completion or non-completion of additional learning opportunities. Conclusion This study provides evidence that nursing educators should use caution when interpreting the relationship between demographics and student choice. Educators should also be willing to explain the value of elective activities to nursing outcomes.

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... Skills learned in a simulated environment are accompanied by presimulation activities (Dodson, 2023;Dodson & Ferdig, 2021;Hansen et al., 2022). Pre-simulation activities are often considered the cognitive aspects of learning that lead up to the experiential experience and may include readings, reflections, and videos (Dodson & Ferdig, 2021;Hansen et al., 2022;Maffucci et al., 2024). ...
... Skills learned in a simulated environment are accompanied by presimulation activities (Dodson, 2023;Dodson & Ferdig, 2021;Hansen et al., 2022). Pre-simulation activities are often considered the cognitive aspects of learning that lead up to the experiential experience and may include readings, reflections, and videos (Dodson & Ferdig, 2021;Hansen et al., 2022;Maffucci et al., 2024). Observational learning through clinical role modeling is part of the implicit curriculum, which has been effective in undergraduate nursing student education (Erlam, 2022). ...
... It was not surprising that the majority of participants elected to review the scenario case summary and the patient profile as these would provide the most succinct and direct description of the upcoming simulation scenario and may have helped learners to select subsequent preparation activities. It is also not surprising that few students elected to review assigned textbook readings or related lecture notes, as research indicates that students often choose not to complete ungraded or elective activities ( Dodson & Ferdig, 2021 ). This may be due to competing academic and life demands that cause students to prioritize activities that are mandatory or associated with a grade ( Leigh & Steuben, 2018 ). ...
... This may be due to competing academic and life demands that cause students to prioritize activities that are mandatory or associated with a grade ( Leigh & Steuben, 2018 ). In our study, students in the two-year AST track were less likely to complete any of the pre-simulation preparation activities, yet other research suggests that demographic data such as age, gender and cohort were not found to have a statistically significant relationship with choice ( Dodson & Ferdig, 2021 ). Learners in our AST track must have a number of prerequisite university courses and often enter the nursing program having completed another undergraduate degree; thus, they are typically older than students in the four-year track. ...
... However, research has shown that students often fail to engage in presimulation learning opportunities, citing a lack of time and apathy toward completing ungraded assignments. 2 There is a need to determine what types of presimulation learning materials can increase students' engagement and learning. 3 One emerging strategy to promote engagement is artificial intelligence (AI). ...
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High-fidelity simulation has become a growing educational modality among institutions of higher learning ever since the Institute of Medicine recommended that it be used to improve patient safety in 2000. However, there is limited research on the effect of high-fidelity simulation on psychomotor clinical performance improvement of undergraduate nursing students being evaluated by experts using reliable and valid appraisal instruments. The purpose of this integrative review and meta-analysis is to explore what researchers have established about the impact of high-fidelity simulation on improving the psychomotor clinical performance of undergraduate nursing students. Only eight of the 1120 references met inclusion criteria. A meta-analysis using Hedges' g to compute the effect size and direction of impact yielded a range of -0.26 to +3.39. A positive effect was shown in seven of eight studies; however, there were five different research designs and six unique appraisal instruments used among these studies. More research is necessary to determine if high-fidelity simulation improves psychomotor clinical performance in undergraduate nursing students. Nursing programs from multiple sites having a standardized curriculum and using the same appraisal instruments with established reliability and validity are ideal for this work.
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Previous reviews of simulation relating to critical thinking and efficacy called for more research on the effects of simulation and safety. Safety, as a skill performance outcome of high-fidelity simulation, is reviewed. Data included studies of nursing education that linked safety dimensions with high-fidelity simulation at all student levels. Only primary sources published since 2007 were included. This integrative review evaluates data using scores to assign value to the evidence, analyzes data within categories defined as safety behaviors, and compares evidence using a matrix of factors and outcomes. Definitions of safety and measurement tools are critiqued. Findings reveal that simulation-enhanced clinical experiences may decrease medication errors. Any evidence about perceived improvement in safer communication has not been translated into practice. Knowledge and attitudes of safety may be improved with simulation, depending on the students' educational levels. More comparative studies are needed to support theoretical models of simulation.
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As more nursing students are employed, it is essential that schools of nursing examine the relationship between student employment and academic performance. In this study, we found a statistically significant negative relationship between students who work at least 16 hours a week and academic performance, especially in high-attrition courses. Current practices in nursing education must be assessed to ensure that students who must work have every opportunity to succeed.
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This article outlines a high-fidelity simulation project developed and implemented by expert staff nurses at a specialty rehabilitation hospital. The project is designed to educate new graduate nurses on appropriate care for patients after a rare spinal cord surgical procedure. Due to the complicated nature of the surgery, patients are highly acute and may present with specific complications that need to be addressed for positive patient outcomes. Expert staff nurses imparted their knowledge in developing a scenario emphasizing common and unusual postsurgery patient presentations. The scenario was implemented as a teaching exercise for new graduate nurses, with experienced staff nurses as facilitators of learning in a safe, nonthreatening environment. New graduate nurses were overwhelmingly positive in the postsimulation debriefing, reporting increased confidence and knowledge necessary to care for these patients. Future endeavors include expanding involvement of staff nurses in simulation education and researching new graduate transition through simulation.
Article
The present research compared choices among students with higher or lower grades for rewards that were devalued by imposing a delay to their receipt (Study 1) or by requiring more work for a larger reward (Study 2). In Study 1, students chose between hypothetical and noncontingent smaller immediate or larger delayed monetary rewards. In Study 2, students chose from among different amounts of real, response-contingent academic rewards (extra credit) that required different amounts of work. The results of both studies were similar: The highest scoring students discounted the value of the delayed money less than did their lower scoring counterparts, and the highest scoring students also chose to do and actually did more extra-credit work than lower scoring students did. Differences in the discounting of devalued rewards might represent a fundamental difference between the highest and lower scoring students.
Revisiting extra credit assignments: Perspective of college instructors
  • Lei
What is student engagement? New Directions for Teaching and Learning.
  • Groccia J.E.