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Organizational Skill Development Using Simultaneous Multiple Patient Simulation.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Organizational Skill Development Using Simultaneous Multiple Patient Simulation./
Author:	DiGregorio, Heiddy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	258 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
Contained By:	Dissertations Abstracts International81-11A.
Subject:	Nursing. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961500
ISBN:	9798643176428

Organizational Skill Development Using Simultaneous Multiple Patient Simulation.
DiGregorio, Heiddy.

Organizational Skill Development Using Simultaneous Multiple Patient Simulation. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 258 p.

Source: Dissertations Abstracts International, Volume: 81-11, Section: A.

Thesis (Ph.D.)--Villanova University, 2020.

This item must not be sold to any third party vendors.

Background: Managing a clinical patient assignment requires the provider learning to efficiently use time and safely prioritize patient care. Time management skills are necessary for prompt nursing interventions to maximize a patient's health outcomes and to ensure the timely provision of care. Priority setting ability is related to time management such that nursing interventions completed by importance require efficient time use to ensure the desired patient health outcome. When considering increased patient health complexities, timeliness is also critical for ensuring further patient decompensation and improved patient outcomes. Failure to provide care in a timely manner is associated with poorer patient outcomes. Research findings from the published literature suggest that graduate nurses lack skill in time management and prioritize setting abilities, which result in patient care errors. Currently, national initiatives support the development of patient safety competencies that include time management skills and priority setting ability. State board licensure examinations integrate patient safety competencies within the exam as a requirement before professional practice. Simulated clinical experiences are a teaching-learning strategy that have been shown to be effective in teaching pre-licensure students time management and priority setting skills. Specifically, simultaneous multiple patient simulations (SMPS), which are simulated experiences in which the learner cares for more than one simulated patient, have been recognized as an effective teaching strategy as they reflect actual clinical practice in regard to patient provider ratios. Despite evidence that SMPS can develop learners' time management and priority skill development, the following gaps have been reported in the SMPS literature: researcher developed tools, small sample sizes, non-standard evaluation, non-standard scenario design, and student self-reporting simulation outcomes. Purpose: The purpose of this one-group within-subjects repeated measures study was to evaluate if participation in SMPS would over a 16-week academic semester resulted in higher degrees of time management skills and priority setting abilities among junior level nursing students. It addressed known limitations in the SMPS research literature by utilizing commercially developed objective rating tools that were completed by trained raters to assess study participants' demonstration skill in time management and priority setting. In addition, the study recruited a sufficient number of study participants to test the study's hypothesis. Methods: This study used a quasi-experimental within-subjects one-group design. The analytic sample was 53 second semester junior level students enrolled in an adult health course. Three separate SMPS were the intervention in which one human simulated patient remained stable and the other's health status deteriorated. During each SMPS, each study participant was expected to prioritize care for the two human simulated patients as the sole care provider. Priority setting was measured by two methods. Minimum competency in priority setting was determined by Angoff cut scores, which determined those behaviors that were required for the minimal level of competency to provide safe care. Priority setting ability was also measured by comparing each participant's patient care sequence against an idealized sequence. The idealized sequence was determined by the team of raters. These behaviors were patient behaviors that maximized the patient's health outcomes. The same idealized sequence was used throughout the study. Because a tool to measure time management does not exist, time management was measured by eight separate commercially developed skills checklists. Checklists used in this study included: assessment of temperature, pulse, respirations, and blood pressure; oxygen administration; medication administration-intravenous bolus infusion or subcutaneous injection; and documentation. The time management was determined by the change in the total number of competently completed time management skills completed over the three SMPS. Time management was measured by three separate computations. The first calculation was completed by totaling the participants number of skills completed during each SMPS. Competency was not a consideration for the first calculation. The second calculation was the participant's total number of all skills completed in each SMPS that met the minimum competency determined by the Angoff cut score. The final computation was the participant's total number of every time management skills completed in each SMPS based on completion of all critical behaviors. Using three separate calculation for each participant provides a thorough evaluation of changes in time management skills competency over the three SMPS. Results: In order to measure the time management outcome a within subject's ANOVA, quantiles, and mean scores were computed for summarizing the total number of skills completed, total number of scores meeting minimum competency, and total number of skills competently completed based on completion of all critical behaviors for each SMPS. If significance was determined, Tukey's post hoc tests were done to determine where the significance lies when comparing the three SMPS. While the. (Abstract shortened by ProQuest).

ISBN: 9798643176428Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

Organizational skill

Organizational Skill Development Using Simultaneous Multiple Patient Simulation.
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245 1 0 $a Organizational Skill Development Using Simultaneous Multiple Patient Simulation.
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300 $a 258 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-11, Section: A.
500 $a Advisor: Cantrell, Mary Ann.
502 $a Thesis (Ph.D.)--Villanova University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Background: Managing a clinical patient assignment requires the provider learning to efficiently use time and safely prioritize patient care. Time management skills are necessary for prompt nursing interventions to maximize a patient's health outcomes and to ensure the timely provision of care. Priority setting ability is related to time management such that nursing interventions completed by importance require efficient time use to ensure the desired patient health outcome. When considering increased patient health complexities, timeliness is also critical for ensuring further patient decompensation and improved patient outcomes. Failure to provide care in a timely manner is associated with poorer patient outcomes. Research findings from the published literature suggest that graduate nurses lack skill in time management and prioritize setting abilities, which result in patient care errors. Currently, national initiatives support the development of patient safety competencies that include time management skills and priority setting ability. State board licensure examinations integrate patient safety competencies within the exam as a requirement before professional practice. Simulated clinical experiences are a teaching-learning strategy that have been shown to be effective in teaching pre-licensure students time management and priority setting skills. Specifically, simultaneous multiple patient simulations (SMPS), which are simulated experiences in which the learner cares for more than one simulated patient, have been recognized as an effective teaching strategy as they reflect actual clinical practice in regard to patient provider ratios. Despite evidence that SMPS can develop learners' time management and priority skill development, the following gaps have been reported in the SMPS literature: researcher developed tools, small sample sizes, non-standard evaluation, non-standard scenario design, and student self-reporting simulation outcomes. Purpose: The purpose of this one-group within-subjects repeated measures study was to evaluate if participation in SMPS would over a 16-week academic semester resulted in higher degrees of time management skills and priority setting abilities among junior level nursing students. It addressed known limitations in the SMPS research literature by utilizing commercially developed objective rating tools that were completed by trained raters to assess study participants' demonstration skill in time management and priority setting. In addition, the study recruited a sufficient number of study participants to test the study's hypothesis. Methods: This study used a quasi-experimental within-subjects one-group design. The analytic sample was 53 second semester junior level students enrolled in an adult health course. Three separate SMPS were the intervention in which one human simulated patient remained stable and the other's health status deteriorated. During each SMPS, each study participant was expected to prioritize care for the two human simulated patients as the sole care provider. Priority setting was measured by two methods. Minimum competency in priority setting was determined by Angoff cut scores, which determined those behaviors that were required for the minimal level of competency to provide safe care. Priority setting ability was also measured by comparing each participant's patient care sequence against an idealized sequence. The idealized sequence was determined by the team of raters. These behaviors were patient behaviors that maximized the patient's health outcomes. The same idealized sequence was used throughout the study. Because a tool to measure time management does not exist, time management was measured by eight separate commercially developed skills checklists. Checklists used in this study included: assessment of temperature, pulse, respirations, and blood pressure; oxygen administration; medication administration-intravenous bolus infusion or subcutaneous injection; and documentation. The time management was determined by the change in the total number of competently completed time management skills completed over the three SMPS. Time management was measured by three separate computations. The first calculation was completed by totaling the participants number of skills completed during each SMPS. Competency was not a consideration for the first calculation. The second calculation was the participant's total number of all skills completed in each SMPS that met the minimum competency determined by the Angoff cut score. The final computation was the participant's total number of every time management skills completed in each SMPS based on completion of all critical behaviors. Using three separate calculation for each participant provides a thorough evaluation of changes in time management skills competency over the three SMPS. Results: In order to measure the time management outcome a within subject's ANOVA, quantiles, and mean scores were computed for summarizing the total number of skills completed, total number of scores meeting minimum competency, and total number of skills competently completed based on completion of all critical behaviors for each SMPS. If significance was determined, Tukey's post hoc tests were done to determine where the significance lies when comparing the three SMPS. While the. (Abstract shortened by ProQuest).
590 $a School code: 0245.
650 4 $a Nursing. $3 528444
650 4 $a Health education. $3 559086
653 $a Organizational skill
653 $a Patient safety
653 $a Preventable patient care errors
653 $a Priority setting ability
653 $a Simultaneous multiple-patient simulation
653 $a Time management
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690 $a 0680
710 2 $a Villanova University. $b College of Nursing. $3 3277066
773 0 $t Dissertations Abstracts International $g 81-11A.
790 $a 0245
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961500