English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Objectives: The purpose of this study was to determine if the level of nursing students’ core skills performance, satisfaction, and clinical judgment differed and increased according to the types of fidelity and debriefing during three clinical semesters. Methods: A total of 149 students in their third year of the baccalaureate nursing program at a college in Daegu, South Korea, participated in a non-equivalent control group non-synchronized post-test only design over three semesters. Students were allocated into four different treatment conditions: low-fidelity simulation (LFS), high-fidelity simulation (HFS), HFS with conventional debriefing, and HFS with reflective debriefing. Tanner’s Clinical Judgment Model and Lasater’s Clinical Judgment Rubric (LCJR) guided the development of three phases of high-risk neonatal care simulations implemented during the semesters. Outcome measures included self-rated core skills performance, a single Likert question of simulation satisfaction, and the self and expert rated LCJR. Results: The core skills performance of HFS group with reflective debriefing and satisfaction of HFS group with traditional debriefing were significantly higher than other groups in phase 2. Self and expert ratings of clinical judgment revealed the highest score in HFS group with reflective debriefing during phase 1 and 2. Repeated HFS with reflective debriefing made no difference in students’ clinical judgment and core skills performance, but three times HFS with reflective debriefing showed higher satisfaction. One time HFS with reflective debriefing resulted significant differences in core skills performance and the expert rating of individual students’ noticing performance in phase 2. Conclusions: The use of HFS with reflective debriefing repeatedly under longitudinal designs would imply more potential to facilitate students’ competency in neonatal intensive care unit than LFS. Having considered the cost-effectiveness of HFS education, further research needs to explore optimal frequency of HFS and correlates influencing students’ outcomes in other different levels of pediatric nursing scenarios.

bogeon jeongbo tonggye hakoeji

Levels of Nursing Students’ Core Skills Performance, Satisfaction, and Clinical Judgment According to Four Types of High-risk Neonatal Nursing Simulation during Three Phases