Patient simulator to drive diagnostic thinking process and deep learning

Research output: Contribution to journalArticle

Abstract

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
Volume2
Issue number7
Publication statusPublished - Jul 2017

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Nursing Schools
Nursing Education
Learning
Students
Nursing
Nurses
Aptitude
Hong Kong
Patient Safety
Research Design
Drive
Thinking
Problem Behavior
Surveys and Questionnaires

Bibliographical note

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.

Keywords

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