Introduction: Electronic health records have become a standard documentation platform to house patient information in most US hospitals. To improve documentation, providers suggest establishing electronic health record user education at the classroom level so students can interact with patient data early. The purpose of this study was to assess student nurses' clinical documentation and critical thinking skills using virtual patients and a simulated electronic health record system. Methods: Eighty-four undergraduate nursing students completed assessments on four assigned virtual patients and entered their findings into a simulated electronic health record system. Benner's five stage novice to expert theory was used to evaluate performance of six assessment items.
Aim: This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Background: Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. Methods: In , a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as 'meeting' or 'not meeting' overall expectations.
These five resources, when combined, make up an engaging, high-interest learning experience for students. What remains constant between these resources is the use of codes and ciphers and the practice of critical thinking and problem-solving skills. Each of the resources brings a unique perspective to the study of espionage. Is there such a thing as too much spying while practicing critical thinking and problem-solving skills?
Simulation has a well-known history in the military, nuclear power, and aviation. It is also a recommended teaching and learning strategy supported by several landmark studies. Although in the past 20 years simulation has become more integrated into the education of nurses and physicians, it has not been as well integrated into the development of skills for practicing nurses. This article will provide an overview of simulation techniques and uses and review of selected simulation research. Despite recommendations for using simulation and growing integration of simulation into education, we still lack empirical evidence of its impact on patient outcomes.
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