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Use of simulation in night shift nursing to improve critical thinking and self-confidence
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Chan, Dorothy. Use of simulation in night shift nursing to improve critical thinking and self-confidence. Retrieved from https://doi.org/doi:10.7282/t3-g4p0-pc35

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TitleUse of simulation in night shift nursing to improve critical thinking and self-confidence
NameChan, Dorothy (author); Tracey, Debora (chair); Estrada, Rosario (internal member); Grantoza, Rosalie (outside member); Rutgers University; School of Nursing - RBHS
Date Created2021
Other Date2021-01 (degree)
SubjectSimulation, Continuing education, Nurses, Self-confidence, Critical thinking, Post-Master's DNP Practice
Extent1 online resource (80 pages) : illustrations
DescriptionPurpose of Project: Continuing education for nurses is imperative to maintaining a current knowledge and skill base, in addition to the self-assurance to function in complex clinical environments. This is particularly challenging for nurses regularly working the night shift, due to their limited resources and scheduling of the educational programming. Simulation-based learning offers a unique opportunity to fill this gap, providing both access to information and training to foster education and moral. Supported by research and endorsed by the National Academy of Medicine (formerly known as the Institute of Medicine), the National League for Nursing, and the National Council of State Boards of Nursing (Hayden et al., 2014), simulation provides a safe, engaging, and active learning experience for the participants. The objective of this project was to implement simulation as a learning modality for night shift nurses and evaluate the effect on critical thinking and self-confidence in comparison to traditional educational methods.

Methodology: Utilizing the NLN Jeffries Simulation Theory as a guiding framework, the implementation of the project included two sites. Site A participants received simulation-based learning (SBL) while Site B participants received lecture-based learning (LBL). There was a total of 11 participants at Site A and 10 participants at Site B. Critical thinking and self-confidence was evaluated using a pre-test and post-test method.

Results: Data was analyzed through descriptive statistics and IBM SPSS. The results found statistical significance in both lecture-based learning and simulation-based learning in improving critical thinking and self-confidence.

Implications for Practice: Simulation, with its benefit demonstrated in the project, can be further utilized in future educational programs for night shift nurses.
NoteDNP
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-g4p0-pc35
LanguageEnglish
CollectionSchool of Nursing (RBHS) DNP Projects
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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