The impact of simulation-based triage education on nursing students' self-reported clinical reasoning ability: A quasi-experimental study

Few studies have comprehensively examined the effectiveness of simulation-based triage education on clinical reasoning of nursing students. This study evaluated the impact of a simulation-based triage exercise on nursing students’ self-reported clinical reasoning ability. Three cohorts of third-year...

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Bibliographic Details
Published in:Nurse education in practice 2021-01, Vol.50, p.102949-102949, Article 102949
Main Authors: Hu, Fen, Yang, Jian, Yang, Bing Xiang, Zhang, Feng-Jiang, Yu, Si-Hong, Liu, Qian, Wang, Ai-Ling, Luo, Dan, Zhu, Xiao-Ping, Chen, Jie
Format: Article
Language:English
Subjects:
Ability
Baccalaureate nursing education
Classrooms
Clinical Competence
Clinical decision making
Clinical nursing
Clinical Reasoning
Control Groups
Curricula
Debriefing
Disaster medicine
Disasters
Education, Nursing, Baccalaureate
Educational programs
Emergency medical care
Emergency preparedness
Humans
Intensive care
Intervention
Medical education
Nurses
Nursing
Nursing education
Nursing Students
Quasi-experimental methods
Self Report
Simulation
Simulation Training
Students
Students, Nursing
Teaching Methods
Teams
Thinking Skills
Triage
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Summary:Few studies have comprehensively examined the effectiveness of simulation-based triage education on clinical reasoning of nursing students. This study evaluated the impact of a simulation-based triage exercise on nursing students’ self-reported clinical reasoning ability. Three cohorts of third-year nursing students were divided into intervention group a (IG a, n = 62), intervention group b (IG b, n = 57), and a control group (CG, n = 53). Students in IG a and IG b participated in a simulation-based triage education consisting of 2 h of multiple patient triage simulations and an hour of structured debriefing. The CG participated in a traditional didactic triage course consisting of a 3-h lecture. Self-reported clinical reasoning ability in pre and post-triage education was measured by the Nurses Clinical Reasoning Scale. There was no significant difference in mean clinical reasoning ability scores between the three groups in pre-test (p > 0.05). Clinical reasoning ability scores in post-test among students in IG a and IG b were significantly higher than those in CG (p 
ISSN:1471-5953
1873-5223
DOI:10.1016/j.nepr.2020.102949