Relationship Between Clinical Reasoning Course And Learning Outcomes Of Nursing Students | 93872
Advanced Practices in Nursing
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Korean nursing education has adopted curriculum based on learning outcomes since 2012. Clinical reasoning is a process
that involves both cognition and reflective thinking and is dependent on critical thinking ability. The purpose of this study
is to describe a relationship between High Fidelity Simulation (HFS) based Clinical Reasoning (CR) course implemented
in junior year and learning outcomes of clinical judgment, co-operation, leadership and integrated clinical performance of
seniors in 4-year bachelor???s degree of Nursing. Retrospective descriptive design was used and 264 seniors from 2012 to 2016 of
Yonsei University in South Korea participated in this study. HFS based CR course consisted of eight scenarios including three
symptoms (abdominal pain, changes in mental status, dyspnea) for improvement of learning outcomes of nursing students.
This course was conducted once a week for 8 weeks and used human patient simulator. Instruments used in measuring
learning outcomes were developed by the research team and curriculum committee. Data were analyzed using IBM SPSS 23.
86 students completed HFS based CR course, amounting to 32.6% and 178 students, 67.4%, did not take this course. The results
only showed difference in their learning outcomes of clinical judgment and integrated clinical performance in hypoglycemic
patient care scenario. There was a positive correlation between students with high score in HFS based CR course and some of
learning outcomes. The use of HFS significantly improves two outcomes integral to clinical reasoning: Knowledge acquisition
and critical thinking. However, only one HFS based CR course in junior year is not enough for students to develop learning
outcomes of clinical judgment, cooperation, leadership and integrated clinical performance by their final years. It is important
for nursing schools to integrate multiple teaching strategies and trainings into curriculum for constant improvement of clinical
reasoning and learning outcomes of nursing students.
Hea Kung Hur is a Professor working at Yonsei University, Wonju College of Medicine, Department of Nursing in Republic of South Korea.