Methods: A quasi-experimental retrospective design was determined to be the most appropriate research design due to the ethical considerations noted for the participants in this project. A quasi-experimental design was slected because the sample could not be randomized. Also, the minpulation of the dependent variable fit well with a quasi-experimental design. The measurement tool was selected to coincide with the research design. The RN Fundamentals ATI 2010 was chosen as the measurement tool for the project.
Data were analyzed using the University of Georgia Statiscal Consulting Center. Using the composite clinical judgment scores retreived from the RN Fundamentals ATI 2010 from both cohort 1 and cohort 2, a two sampl or non-paired t-test was used to evaluate the data. The results of the t-test answered te project question of whether simulation increased clinical judgment scores.
Results: The results of the project were that there was a statistically significant difference in scores between cohort 1 and cohort 2. Cohort 2 had a higher statistically significant clinical judgment score over cohort 1.
Conclusion: Recommendations based on the findings of the capstone project focused on additional research in the area of simulation. Nursing educators and leaders need to examine the ratio of traditional clinical and simulation in the nursing education realm. Is traditional clinical education still a necessary component of nursing education? Besides, further research in the elements in any given simulation, length of simulation, and preparation of the student for simulation, the effect on clinical judgment and the other subcategories of RN Fundamentals ATI 2010 examination warrant additional follow up.
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