Comparing Lasater's clinical judgment rubric scores across faculty, self-assessement, and outcomes scores

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dc.contributor Hamner, Karl A.
dc.contributor Jacobs, Michael
dc.contributor Kuntz, Aaron M.
dc.contributor March, Alice L.
dc.contributor.advisor Adams, Marsha H.
dc.contributor.author Strickland, Haley Perkins
dc.date.accessioned 2017-03-01T16:54:24Z
dc.date.available 2017-03-01T16:54:24Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001440
dc.identifier.other Strickland_alatus_0004D_11714
dc.identifier.uri https://ir.ua.edu/handle/123456789/1903
dc.description Electronic Thesis or Dissertation
dc.description.abstract As more schools of nursing begin and/or continue to implement the use of human patient simulation, an objective evaluation tool needs to be used to measure nursing students' clinical judgment competency level. Assessment of nursing students' competency level is important because it identifies the students' strengths and weaknesses. This allows nurse educators to remediate content areas to make sure the student is clinically competent upon program completion and successful on the NCLEX-RN exam. The purpose of this study was to compare the accuracy of students' self-assessment of clinical judgment skills with faculty assessment of students' clinical judgment skills upon completion of a high-fidelity simulation experience. This study also compared the relationship between students' self-assessment and faculty assessment of clinical judgment competency levels during HPS and students' scores on a customized HESI nursing exam. Furthermore, the researcher investigated how high-fidelity simulation influences baccalaureate nursing student's clinical judgment competency level. The researcher collected quantitative data using a pretest/post-test experimental design. Participants included students in the third semester of upper division in a baccalaureate nursing program. The findings indicated that there was a slightly significant positive correlation between the faculty's assessment of students' clinical judgment skills score and the students' self-assessment of clinical judgment skills score. Secondly, there was a significant positive correlation between the faculty's assessment of students' clinical judgment skills score and students' HESI scores (post intervention). Thirdly, there was no correlation between students' self-assessment score and HESI score (post-intervention). Lastly, the data revealed that the experimental group scored significantly higher than the control group on the HESI exam (post-intervention). The results of this study indicate that students who undergo a cardiovascular HPS clinical experience perform significantly better on a customized cardiovascular parallel HESI exam than those students who do not receive a HPS experience.
dc.format.extent 88 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Nursing
dc.subject.other Education
dc.title Comparing Lasater's clinical judgment rubric scores across faculty, self-assessement, and outcomes scores
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Instructional Leadership
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ed.D.


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