Patient simulator to drive diagnostic thinking process and deep learning

Pui Lai OR, Chi Fuk Henry SO, C. L. C. LEUNG, Wai Yee Joanne CHUNG

Research output: Contribution to journalArticlespeer-review


Background: The aim of this study was to evaluate clinical reasoning of the diagnostic thinking process among student nurses in pre-enrollment nursing programs in two different educational institutions using a patient simulator.
Method: This study adopted a quasi-experimental design. Problem behavior graphs (PBGs) were drawn to reflect the participants'clinical reasoning processes. Biggs' Study Process Questionnaire (SPQ) was used to evaluate their study approaches into six sub-scales.
Results: Forty-two subjects were randomly drawn from students of two pre-enrollment nursing programs: 21 from a college and 21 from a hospital-based nursing school. Subjects from the college had more data driven strategy (53%) in the problem behavior graphs (PBGs). They used more surface strategy than subjects from the nursing school (47%).
Conclusions: Results pinpoint data-driven strategy in nursing education helps to improve the current nursing education in Hong Kong. Only if the ability to master diagnostic thinking process from student nurses ensures patient safety in clinical environments. Copyright © 2017 IJRDO Journal.
Original languageEnglish
Pages (from-to)45-58
JournalJournal of Health Sciences and Nursing
Issue number7
Publication statusPublished - Jul 2017


Or, P. P. L., So, H. C. F., Leung, C. L. C., & Chung, J. W. Y. (2017). Patient simulator to drive diagnostic thinking process and deep learning. Journal of Health Sciences and Nursing, 2(7), 45-58.


  • Deep learning
  • Nursing education
  • Study approach
  • Patient simulator
  • Patient safety
  • Diagnostic thinking process
  • Think aloud


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