PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The purpose of this study was to examine the impact of expert modeling videos on nursing students' simulation competency. Students in the course Nursing of Adults were provided with a nursing process video in the prebriefing period of their scheduled simulation on Congestive Heart Failure (CHF). The experimental group (n = 22) viewed an expert modeling video, while the control group (n = 22) viewed a video discussion. Immediately following the simulation, students participated in a debriefing. Student simulation outcomes were measured by the Creighton Competency Evaluation Instrument (CCEI). Prior to students debriefing session with simulation and clinical faculty, students individually completed a Video Enjoyment Survey to assess their enjoyment of the video interventions. The results found that students in the experimental group performed significantly better in the CHF simulation when evaluated by the CCEI (p=0.001). Evaluation of four domains found a significant difference between control and experimental in the domains of Communication (p = 0.009) and Patient Safety (p = 0.002). Descriptive trends identified that the experimental group performed one or more levels higher in 11 of the 17 domain behaviors. While no statistically significant differences were found between groups on the Video Enjoyment Survey, when analyzed by factor, the experimental group had a statistically significant difference in the factor of engagement (p = 0.005). This study identified that expert modeling videos may be used in nursing education to improve students' overall simulation competencies and engagement in learning. This contributes to the body of literature on how nursing educators can use expert modeling videos to improve students' clinical competency.

Committee: Richard E. Ferdig (Advisor); Richard E. Ferdig (Committee Chair); Enrico Gandolfi (Other); Marilyn Nibling (Committee Member); Jiahui Wang (Committee Co-Chair) Subjects: Education; Nursing

Doctor of Nursing Practice , Case Western Reserve University, 2020, School of Nursing

Patient medication administration is one of the major responsibilities of the professional nurse. Pre-licensure nursing students and new nursing graduates often lack competency to safely administer medications. Nursing educators teach and evaluate safe medication administration by undergraduate bachelor of science nursing (BSN) students during sophomore year. These students are expected to demonstrate safe medication competence through senior year and post-licensure. The purpose of this study was to determine the medication safety competence of undergraduate junior and senior BSN students. A descriptive comparison design of undergraduate BSN students from two cohorts was used to collect data at an urban, public university in Northeast Ohio. The convenience sample included 188 BSN students who agreed to participate in the simulation study, comprised of 98 juniors and 90 seniors. Data was collected over two weeks via observation and focused on the six rights of medication administration using the Medication Administration Safety Assessment Tool (MASAT). Analyses included descriptive statistics and independent samples t-tests to compare the medication competency of juniors and seniors. Results revealed 29.6% of juniors and 14.4% of seniors demonstrated competence on all eight medication checklist items on the MASAT. The difference between the medication safety competence of juniors and seniors on total MASAT scores did not show statistical significance (p > .05). On individual MASAT scores, there was no statistical significance (p > .05) between juniors and seniors on checklist items one through seven corresponding to right patient, right drug, right dose, right route, and right time. Results showed statistical significance (p < .01) on checklist item eight, indicating juniors performed right documentation more frequently than seniors. Two additional analyses revealed (1) no statistical significance (p > .05) between juniors and seniors asking about medication (open full item for complete abstract)

Committee: Celeste Alfes DNP (Committee Chair); Elizabeth Zimmermann DNP (Committee Member); Amy Weaver PhD (Committee Member) Subjects: Nursing

Master of Science, The Ohio State University, 2011, Allied Medical Professions

Background: Respiratory therapists at a large metropolitan academic medical center completed an Annual Competency Assurance Program (ACAP) to assess competency through performing procedures and cognitive assessments. Objective: The purpose of this study is to: 1) determine if there is a statistically significant difference in retention of performance procedure scores and cognitive assessment scores 180 days after ACAP, 2) with and without the use of electronic educational intervention. Methods: Eighteen therapists who attended 2010 ACAP were recruited to participate in the study. Participants were randomly divided into two groups receiving either electronic educational intervention (experimental group) or no electronic educational intervention (control group). Each volunteer in the study participated in a short recreation of ACAP, completing two performance procedures: tracheostomy tube change (infrequently performed procedure) and a bronchoalveolar lavage (frequently performed procedure). Both performance procedures were conducted, evaluated, and graded using the original criteria from ACAP. The volunteers also completed a multiple choice cognitive assessment, with questions pertaining to the performance procedures. The cognitive assessment was conducted and graded using the original criteria from ACAP. Results: Compared to the ACAP scores both groups showed a decline on all four measures on the 180 day posttest scores. The BAL performance score fell below the minimum competency level. The tracheostomy tube change performance had a statically significant change, p = 0.04, although the scores declined. Conclusion: Three of the four measures remained above the minimum competency level, although all scores declined, suggesting some retention.

Committee: Herb Douce (Advisor); Sarah Varekojis (Committee Member); Jill Clutter (Committee Member) Subjects: Behavioral Sciences; Continuing Education; Educational Evaluation; Health Care; Health Education; Medicine