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Improving Senior Nursing Students Re...

Whiffen, Lisa.

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Improving Senior Nursing Students Readiness through a Multiple Patient Simulation Experience.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving Senior Nursing Students Readiness through a Multiple Patient Simulation Experience./
Author:	Whiffen, Lisa.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	247 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
Contained By:	Dissertations Abstracts International82-03B.
Subject:	Pedagogy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28093425
ISBN:	9798664784466

Improving Senior Nursing Students Readiness through a Multiple Patient Simulation Experience.
Whiffen, Lisa.

Improving Senior Nursing Students Readiness through a Multiple Patient Simulation Experience. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 247 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: B.

Thesis (D.N.P.)--Regis College, 2020.

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

Readiness to practice is needed to support the safety and well-being of the patients cared for in today's complex healthcare systems. Students increased stress as they transition into practice can put patients and the novice nurse at risk for medical errors to occur (Institute of Medicine, 2010). Preparing senior level nursing students for readiness in practice with multi-patient assignments in clinical settings can be challenging. The goal in nursing education is to prepare senior nursing students with the knowledge, skills, and abilities to thrive as they enter the profession of nursing. Educators have an opportunity to work bridging the gaps from education into clinical practice by providing requisite tools through blended learning pedagogies to improve the transition. The purpose of this scholarly practice project is to provide a multi-patient simulation experience to senior nursing students to improve self-confidence and self-perception of readiness into practice. Multi-patient nursing assignments are imperative to assist senior nursing students to effectively prioritize and delegate care (Chunta & Edwards, 2013). Providing a simulation experience can allow senior nursing students support with confidence, communication skills, reflection and decision making to help ease the transition of the graduate into professional practice (Thomas, & Mraz, 2017).

ISBN: 9798664784466Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Nursing education

Improving Senior Nursing Students Readiness through a Multiple Patient Simulation Experience.
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500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
500 $a Advisor: Rinke, Lisa.
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520 $a Readiness to practice is needed to support the safety and well-being of the patients cared for in today's complex healthcare systems. Students increased stress as they transition into practice can put patients and the novice nurse at risk for medical errors to occur (Institute of Medicine, 2010). Preparing senior level nursing students for readiness in practice with multi-patient assignments in clinical settings can be challenging. The goal in nursing education is to prepare senior nursing students with the knowledge, skills, and abilities to thrive as they enter the profession of nursing. Educators have an opportunity to work bridging the gaps from education into clinical practice by providing requisite tools through blended learning pedagogies to improve the transition. The purpose of this scholarly practice project is to provide a multi-patient simulation experience to senior nursing students to improve self-confidence and self-perception of readiness into practice. Multi-patient nursing assignments are imperative to assist senior nursing students to effectively prioritize and delegate care (Chunta & Edwards, 2013). Providing a simulation experience can allow senior nursing students support with confidence, communication skills, reflection and decision making to help ease the transition of the graduate into professional practice (Thomas, & Mraz, 2017).
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