Effects of Critical Thinking Disposition of Nursing Students by using Integrated Simulation Program (ISP) Compared to Traditional Clinical Practices in Korea

Tuesday, 14 July 2009

Boeun Kwon, RN, PhD
Adult Nursing, Seoul Womens' College of Nursing, Seoul, South Korea

Learning Objective 1: 1. The learner will be able to enhance critical thinking disposition.

Learning Objective 2: 2. The learn will be able to develop critical thinking dispotion to critical thinking skills and decision making with professional autonomy.

Purpose: Simulation is one of the up-and-coming methods that can be used across the nursing curriculum to replicate experiences in nursing practice. Simulation experiences reinforce the development of skills in assessment, critical thinking, problem solving, decision making and collaboration with other team members.

Methods: Hypothesis: The post-simulation group will have higher score of critical thinking disposition ores than the pre-simulation group.
Design: Equivalent one group matching design with pretest and posttest.
Sample and setting: To prevent diffusion of the intervention, 150 participants were recruited before applying integrated simulation program. They are all junior nursing students and they will practice integrated simulation program from March to May in 2009. Integrated simulation program consists of Micro-sim as a self-study software for pre-requisite course, Virtual IV for injection skill, Vital Sim for fundamental nursing practice, Sim-baby for pediatric nursing practice, and Sim-man for adult health nursing practice. 5 faculty members and 5 simulation coordinator will manage this program.
Instruments: Data were collected by CCTDI(California Critical Thinking Disposition Inventory) developed by Facione and Facione(1994).

Results: Intervention: Intervention participants received total 40 hours integrated simulation program according to major nursing practice fields. Trained simulation coordinator will check by using check-list for student’s competency in self-study and skill training. Faculties run simulation program by using scenarios developed by clinical nurse specialist. Data analysis: Data will be analyzed using t-test, ANOVA with SPSS 12.0 version. Finding: None to report at time of abstract submission. Data collection and analysis is ongoing.

Conclusion: Conclusions and implications: By applying an Integrated Simulation Program to nursing senior students, they have safe experiences for clinical practices. Experiential learning through simulation affects patient care, health, and safety. These interactive experiences engage students through participation, observation, and debriefing. As a result, students will enhance their critical thinking disposition and professional autonomy.