RESUMEN
Beginning nursing students typically report anxiety, low self-confidence, and difficulty transferring theoretical knowledge to the clinical setting prior to their first clinical experience. To address these issues, first-semester faculty in a prelicensure, undergraduate nursing program created a collaborative simulation experience (CSE). Implementation prior to the first clinical day provided real-life exposure to patient care, enhanced the transfer of knowledge, decreased anxiety, promoted self-confidence, and allowed faculty to identify students' strengths and weaknesses. Clinical faculty reported enhanced student performance following participation.
Asunto(s)
Ansiedad , Bachillerato en Enfermería , Autoimagen , Estudiantes de Enfermería , Competencia Clínica , Emociones , HumanosAsunto(s)
Bachillerato en Enfermería/métodos , Errores de Medicación/prevención & control , Simulación de Paciente , Farmacología/educación , Competencia Clínica , Curriculum , Evaluación Educacional , Humanos , Maniquíes , Investigación en Educación de Enfermería , Seguridad del Paciente , Desarrollo de ProgramaRESUMEN
BACKGROUND: A descriptive study was used to compare ethical reasoning abilities in senior baccalaureate nursing students and experienced registered nurses. The effects of environmental factors and previous experience with ethical dilemmas in regard to nursing principled thinking were also examined. RESULTS: Findings on the Nursing Dilemma Test indicated a significant difference in the level of nursing principled thinking in the two groups, with nursing students scoring higher than experienced nurses. There was a significant negative correlation between years of experience and level of nursing principled thinking. The level of nursing education (e.g., associate degree of nursing, diploma, bachelor of science in nursing, masters degree, or doctorate) did not appear to have an effect on nursing principled thinking. In addition, subjects who were most affected by practical considerations demonstrated less use of higher level moral reasoning. The effect of previous experience with ethical dilemmas on nursing principled thinking was found to be nonsignificant. CONCLUSION: Ethical dilemmas continue to create much confusion and uncertainty for practicing nurses. Suggestions are made regarding individual analysis of personal and professional values in nurses. In addition, recommendations include ongoing educational offerings and nursing administration support to assist nurses during times of moral distress.