Design: Instructional development project with enrichment activities with pre/post critical thinking and self-efficacy instruments.

Population/Sample/Setting/Years: Targeted population was 128 nursing students in their 3rd semester during 2003 at an American private university. Forty-three students participated: 12 in Group 1, 13 in Group 2, and 15 in Group 3.

Variables: Dependent variables were the gain scores from the critical thinking and self-efficacy instruments, with pre-scores as covariates. Independent variables were the group and learning style.

Methods: Groups 1 and 2 were stratified by learning style and randomly assigned to one of two enrichment activity groups. Group 1 used a human patient simulator (HPS) to simulate actual patient problems and performed nursing actions. Group 2 only discussed the patient scenarios. Group 3 did not participate in any enrichment activity.

Findings: One-way ANOVA was conducted to evaluate the relationship between enrichment activities and critical thinking and self-efficacy gain scores. Neither enrichment group had significant gain in critical thinking disposition scores. However, significant critical thinking skills total gain scores (F = (7, 17) = 20.74, p = .00) and self-efficacy total gain scores (F = (7, 15) = 4.58, p = .00) were noted for Groups 1 and 2. The gains were not predicted by learning style or group. Group 3 data will be analyzed and compared to Groups 1 & 2.

Conclusions/Implications: Both enrichment groups showed increase in critical thinking skill and self-efficacy scores; however the HPS group was more enthused about learning and expressed a desire for further sessions. They expressed “learning by doing” was helpful and felt more confident in caring for patients. Analysis of control group data may indicate if gains can be attributed to enrichment activities or time in school.

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Sigma Theta Tau International
July 22-24, 2004