Effects of Multi-mode Simulation Learning on Nursing Students' Critical Thinking Disposition, Problem Solving Process, and Clinical Competence

Eun Ko; Hye Young Kim

doi:10.7469/KJAN.2014.26.1.107

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Ko and Kim: Effects of Multi-mode Simulation Learning on Nursing Students' Critical Thinking Disposition, Problem Solving Process, and Clinical Competence

Original Research

Korean J Adult Nurs 2014;26(1):107-116.

Published online: 18 February 2014

DOI: https://doi.org/10.7469/KJAN.2014.26.1.107

Effects of Multi-mode Simulation Learning on Nursing Students' Critical Thinking Disposition, Problem Solving Process, and Clinical Competence

Eun Ko¹, Hye Young Kim^2,

^¹Department of Nursing, Nambu University, Gwangju

^²College of Nursing, Chonbuk National University, Jeonju, Korea

Corresponding author: Kim, Hye Young College of Nursing, Chonbuk National University, 20 GunJi-ro, Deokjin-gu, Jeonju 561-712, Korea. Tel: +82-63-270-4618, Fax: +82-63-270-3127, E-mail: tcellkim@jbnu.ac.kr

Received 24 August 201318 November 2013 Accepted 15 February 2014

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

The purpose of this study was to identify the effects of multi-mode simulation learning on critical thinking disposition, on the problem solving process and on clinical competence of nursing students.

Methods

A nonequivalent control group with pre-posttest was designed. The participants in this study were 65 students who were enrolled in an emergency and critical nursing course at N university. The treatment group consisted of 33 juniors in 2010 and the control group 32 juniors in 2011. Collected data were analyzed using chi-square, independent t-test, and ANCOVA with the SPSS/WIN 18.0 for Window Program.

Results

There were significant increases in problem solving process and clinical competence in the treatment group who participated in the multi-mode simulation learning compared to the control group who did not (t=-2.39, p=.020; F=12.76, p=.001). However, there were no significant differences in critical thinking disposition between the treatment and control group (t=0.40, p=.692).

Conclusion

Multi-mode simulation is an effective teaching and learning method to enhance the problem solving process and clinical competence of nursing students. Further exploration is needed to develop and utilize multi-mode simulation for diverse scenarios, depending on emergency nursing educational goals and environments and to develop a universal method to measure outcomes.

Keywords: Patient simulation, Learning, Critical thinking, Problem solving, Clinical competence

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Figure 1.

Research process.

Table 1.

Homogeneity Test for General Characteristics of Participants (N=65)

Variables	Exp. (n=33)	Cont. (n=32)	x² or t	p
Variables	n (%) or M±SD	n (%) or M±SD	x² or t	p
Age (year)	22.41±1.92	22.53±2.15	-0.20	.838
Gender			0.38	.613
Male	1 (3.0)	2 (6.2)
Female	32 (97.0)	30 (93.8)
Critical thinking disposition	3.58±0.27	3.47±0.36	1.45	.151
Problem solving process	3.17±0.44	3.21±0.35	-0.43	.669
Clinical competence	3.49±0.43	3.51±0.37	-0.16	.877
Nursing process	3.43±0.44	3.59±0.43	-1.42	.159
Nursing intervention	3.23±0.73	3.33±0.37	-0.64	.523
Psychosocial nursing	3.62±0.78	3.56±0.50	0.33	.744
Education for patient	3.68±0.56	3.65±0.51	0.23	.818
Physical examination & patient monitoring	3.24±0.77	3.39±0.66	-0.83	.408
Basic nursing performance	3.78±0.50	3.53±0.49	2.01	.049

Exp.=experimental group; Cont.=control group.

Table 2.

Differences of the Outcome Variables between the Experimental and Control Group (N=65)

Variables	Groups	Pretest	Posttest	Difference	t or F	p
Variables	Groups	M±SD	M±SD	M±SD	t or F	p
Critical thinking disposition	Exp. (n=33)	3.58±0.27	3.69±0.36	-0.11±0.29	0.40	.692
Critical thinking disposition	Cont. (n=32)	3.47±0.36	3.61±0.37	-0.14±0.31	0.40	.692
Problem solving process	Exp. (n=33)	3.17±0.44	3.48±0.49	-0.32±0.44	-2.39	.020
Problem solving process	Cont. (n=32)	3.21±0.35	3.24±0.52	-0.03±0.51	-2.39	.020
Clinical competence	Exp. (n=33)	3.49±0.43	3.78±0.42	-0.29±0.43	12.76	.001
Clinical competence	Cont. (n=32)	3.51±0.37	3.48±0.44	0.03±0.33	12.76	.001
Nursing process	Exp. (n=33)	3.43±0.44	3.80±0.50	-0.36±0.50	4.19	.045
Nursing process	Cont. (n=32)	3.59±0.43	3.67±0.51	-0.09±0.40	4.19	.045
Nursing intervention	Exp. (n=33)	3.23±0.73	3.64±0.62	-0.41±0.80	7.36	.009
Nursing intervention	Cont. (n=32)	3.33±0.37	3.30±0.58	0.03±0.50	7.36	.009
Psychosocial nursing	Exp. (n=33)	3.61±0.78	3.79±0.64	-0.17±0.78	3.52	.065
Psychosocial nursing	Cont. (n=32)	3.56±0.50	3.51±0.58	0.05±0.52	3.52	.065
Education for patient	Exp. (n=33)	3.68±0.56	3.90±0.58	-0.22±0.69	7.88	.007
Education for patient	Cont. (n=32)	3.65±0.51	3.51±0.56	0.14±0.60	7.88	.007
Physical examination & patient monitoring	Exp. (n=33)	3.24±0.77	3.64±0.56	-0.39±0.77	5.12	.027
Physical examination & patient monitoring	Cont. (n=32)	3.39±0.66	3.36±0.73	0.03±0.69	5.12	.027
Basic nursing performance	Exp. (n=33)	3.78±0.50	3.94±0.48	-0.16±0.56	7.86	.007
Basic nursing performance	Cont. (n=32)	3.53±0.49	3.49±0.56	0.04±0.53	7.86	.007

Exp.=experimental group; Cont.=control group.

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