Show simple item record

dc.contributor.advisorGriffith, Bryant
dc.contributor.authorFomenko, Julie Ann Schwein
dc.date.accessioned2018-03-27T16:43:11Z
dc.date.available2018-03-27T16:43:11Z
dc.date.issued2017-12
dc.identifier.urihttp://hdl.handle.net/1969.6/24406
dc.description.abstractTwenty-first-century healthcare is a complex and demanding arena. Today’s hospital environment is more complex than in previous years while patients move through the system at a much faster pace. Newly graduated nurses are challenged in their first year with the healthcare needs of complex patients. Nurse educators and nurse leaders differ in opinions regarding the readiness of newly licensed nurses. Despite these opposing views, there is no argument that today’s hospitalized patients need expert nurses to care for them. This study explores the development of competence in newly graduated nurses using simultaneous multi-patient simulations (SMPS). This quantitative study analyzed several program outcomes at a south Texas baccalaureate nursing program utilizing SMPS in the final course. The outcomes measurements included the results of a computerized adaptive exam, a comprehensive exit examination, first-time NCLEX-RN® pass rates, and results of the Performance-Based Development System (PBDS) assessment evaluation of newly licensed nurses at a local South Texas hospital system. There were 600 participants divided into two groups, those who underwent the SMPS and those who did not. Groups were then compared for group differences in exam scores and NCLEX-RN® pass rates. Additionally, a smaller subset of participants employed at a local hospital system utilizing a critical thinking assessment tool was evaluated for group differences between those who participated in the SMPS and those who did not participate during their undergraduate nursing education. The findings revealed that students who undertook SMPS scored significantly higher on the computer adaptive test when compared to students who did not participate in the SMPS. The SMPS group also passed the NCLEX-RN® on the first attempt at statistically significantly higher rates. Scores of the comprehensive exit examination demonstrated higher results in the group exposed to SMPS but were not found to be significant differences. The PBDS assessment did not show significant differences between the groups. In related data analysis, the comprehensive admission testing scores were positively correlated to passing the computerized adaptive exam, the exit examination, and passing the NCLEX-RN® exam on the first attempt. The findings of this study have implications for nursing programs and their use of simulations. Multi-patient simulations are an expensive, time-intensive teaching strategy but demonstrate positive student outcomes in this study and are believed to be worth the time and expense; simultaneous multi-patient simulations, even more so. Recommendations for future research include a qualitative study to provide a further understanding of the transition to practice for newly graduated registered nurses to assist nursing programs with teaching strategies and innovations designed to improve overall nurse performance and competency.en_US
dc.format.extent130 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.rightsAttribution 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/us/*
dc.subjectmulti-patient simulationsen_US
dc.subjectnursing competenceen_US
dc.subjectnursing educationen_US
dc.subjectPBDSen_US
dc.subjectSimulationsen_US
dc.subjecttransition to practiceen_US
dc.titleBridging the gap - using simultaneous multi-patient simulations to improve nursing competency and transition to practice: a causal-comparative inquiryen_US
dc.typeTexten_US
thesis.degree.disciplineCurriculum & Instructionen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
dc.contributor.committeeMemberValadez, Corinne
dc.contributor.committeeMemberGonzalez, Elsa
dc.contributor.committeeMemberGreene, Pamela
dc.contributor.committeeMemberHill, Anita
dcterms.typeText
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record

This material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.
Except where otherwise noted, this item's license is described as This material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.