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High fidelity simulation in healthcare.

Bauman, Eric B.

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High fidelity simulation in healthcare.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	High fidelity simulation in healthcare./
作者:	Bauman, Eric B.
面頁冊數:	151 p.
附註:	Adviser: Elisabeth Hayes.
Contained By:	Dissertation Abstracts International68-12B.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3294196
ISBN:	9780549383109

High fidelity simulation in healthcare.
Bauman, Eric B.

High fidelity simulation in healthcare. - 151 p.

Adviser: Elisabeth Hayes.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2007.

Simulation has been employed by various professions to prepare students for infrequent high-risk situations (DeVita, 2005; Gaba, Howard, Fish, Smith, & Sowb, 2001; Helmreich, 2000). More recently, health sciences professions such as medicine and nursing have begun to embrace and integrate simulation-based training into their curricula since students in the health sciences cannot be guaranteed exposure to all of the relevant clinical educational opportunities needed to prepare them for the transition to independent clinical care. However, there is little empirical data indicating that simulation, particularly high fidelity simulation, is an effective pedagogical technique for health sciences education and evaluation.

ISBN: 9780549383109Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

High fidelity simulation in healthcare.
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500 $a Source: Dissertation Abstracts International, Volume: 68-12, Section: B, page: 7903.
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520 $a Simulation has been employed by various professions to prepare students for infrequent high-risk situations (DeVita, 2005; Gaba, Howard, Fish, Smith, & Sowb, 2001; Helmreich, 2000). More recently, health sciences professions such as medicine and nursing have begun to embrace and integrate simulation-based training into their curricula since students in the health sciences cannot be guaranteed exposure to all of the relevant clinical educational opportunities needed to prepare them for the transition to independent clinical care. However, there is little empirical data indicating that simulation, particularly high fidelity simulation, is an effective pedagogical technique for health sciences education and evaluation.
520 $a Study participants consisted of 40 fourth-year medical students at a Midwest medical school in the United States of America. A quasi-experimental study design was used to compare students' mean pretest and posttest cognitive and behavioral performance scores using four measures of cognitive and behavioral performance during cardiac resuscitation. Analysis of the data was performed using the matched-pair Wilcoxon test and the Mann Whitney U test.
520 $a The results of this research indicated that students had significantly higher posttest EKG scores compared to their pretest scores (T = 818.5, p < .001) and had significantly higher AHA posttest scores compared to their pretest scores (T = 820, p < .001). In addition, the data indicated that students had significantly higher practical exam cognitive posttest scores compared with their pretest scores (T = 820, N = 40, p < .001), and that their practical behavioral posttest scores compared with their pretest scores were also significantly higher (T = 820, N = 40, p < .001).
520 $a The results of this research indicate that high fidelity simulation can be successfully integrated into existing curricula. Further, this study increases and expands upon the existing simulation literature by providing empirical research findings to support simulation as a pedagogical method for health sciences instruction.
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