Effect of educational intervention on clinical reasoning skills in nursing: A quasi-experimental study.

Autor: Tinôco JDS; Nursing Department, State University of Rio Grande do Norte, Caicó, Rio Grande do Norte, Brazil. Electronic address: jessicadantas@uern.br., Cossi MS; Nursing Department, State University of Rio Grande do Norte, Caicó, Rio Grande do Norte, Brazil., Fernandes MIDCD; Nursing Department, Federal University of Rio Grande do Norte, Natal, Rio Grande do Norte, Brazil., Paiva AC; Metrópole Digital Institute - IMD, Federal University of Rio Grande do Norte, Natal, Rio Grande do Norte, Brazil., Lopes MVO; Department of Nursing and in the Post-graduate Program in Nursing, Federal University of Ceará, Fortaleza, Ceará, Brazil., Lira ALBC; Nursing Department and in the Post-Graduate Program in Nursing, Federal University of Rio Grande do Norte, Natal, Rio Grande do Norte, Brazil.
Jazyk: angličtina
Zdroj: Nurse education today [Nurse Educ Today] 2021 Oct; Vol. 105, pp. 105027. Date of Electronic Publication: 2021 Jun 19.
DOI: 10.1016/j.nedt.2021.105027
Abstrakt: This study evaluated the effect of an educational intervention based on virtual clinical simulation and problem-based learning using a mobile application in a clinical nursing education context as a tool to improve clinical reasoning skills of students on the second year of nursing graduation. A prospective quasi-experimental study was conducted in the year 2018, and assessments were performed before and after the educational intervention. A random convenience sample (n = 32) of nursing students in the second year of a public university in Brazil was divided equally into experimental and control groups. The experimental group underwent educational intervention about clinical reasoning skills and measured the quality of the Diagnostician Nurse software by LORI 2.0 instrument. The control group experienced the conventional class on clinical reasoning skills. Four clinical cases were used to assess reasoning skills before and after the educational intervention. The data were analyzed using descriptive and inferential statistics. The experimental group showed a statistically significant difference regarding the prioritization of nursing diagnoses (p = 0.014) and a higher final score. There was a statistically significant difference in performance between the pre- and post-test in the grades of the students who participated in the intervention (p = 0.003). The control group also showed statistical significance in the score attributed to the clinical reasoning process (p = 0.015). In addition, the Diagnostician Nurse software had excellent usability and quality evaluations (SUS 87.81 and LORI 4.66, respectively). It is concluded that educational intervention based on virtual clinical simulation and learning problems using the Diagnostician Nurse software is effective as a tool to improve clinical reasoning skills and can support early detection of patients. The educational intervention developed was of high quality and attractive and improved students' motivation for the teaching-learning process.
(Copyright © 2021 Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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