The Effect of Evaluator Training on Inter- and Intrarater Reliability in High-Stakes Assessment in Simulation.

AIM: The aim of this study was to evaluate the effectiveness of a training intervention in achieving inter- and intrarater reliability among faculty raters conducting high-stakes assessment of clinical performance in simulation. BACKGROUND: High-stakes assessment of simulation performance is being adopted in nursing education. However, limited research exists to guide best practices in training raters, which is essential to ensure fair and defensible assessment. METHOD: A nationwide sample of 75 prelicensure RN program faculty participated in an experimental, randomized, controlled study. RESULTS: Participants completing a training intervention achieved higher inter- and intrarater reliability than control group participants when using a checklist evaluation tool. Mixed results were achieved by participants when completing a global competency assessment. CONCLUSION: The training intervention was effective in helping participants to achieve a shared mental model for use of a checklist, but more time may be necessary to achieve consistent global competence decisions.

Influence of a Patient-Centered Care Coordination Clinical Module on Student Learning: A Multimethod Study.

BACKGROUND: This article reports the results of a study that investigated the influence of an integrated patient centered care coordination (PCCC) clinical curricular module on nursing student learning outcomes. Baccalaureate nursing education must increase its emphasis on the professional nursing role of care coordination to meet changing health care needs, including the ability to practice in community and ambulatory care settings. Little research has been conducted to examine the effect of curricular change for teaching care coordination on student learning outcomes. METHOD: This study used a quasi-experimental mixed-methods design at a university school of nursing, collecting data with a pre-postsurvey, a skills performance instrument, and focus groups. RESULTS: The PCCC curricular module significantly and positively affected student learning outcomes, as evidenced by the pre-postsurvey and focus group results. CONCLUSION: Intentional curricular change can make a significant impact on students' knowledge, attitudes, and behaviors related to PCCC. [J Nurs Educ. 2017;56(1):6-11.].

Second Life(®) Virtual Learning in Public Health Nursing.

BACKGROUND: With limited available public health nursing clinical placements, nurse educators are challenged to create alternative learning experiences that engage students. METHOD: Nursing faculty developed three Second Life® virtual learning scenarios in family health, disaster preparedness, and home safety areas of interest as a supplement to clinical experiences for undergraduate senior nursing students in a public health nursing course. Student perceptions of their learning were evaluated by a survey and focus group. RESULTS: Although students perceived learning public health nursing knowledge, they were less likely to agree that the experience was as effective for learning about public health nursing when compared with on-site clinical experiences. CONCLUSION: The use of Second Life is an effective learning platform for teaching undergraduate nursing students public health nursing when clinical experiences are difficult to obtain. Nursing faculty need to ensure technological challenges are addressed and that scenarios are realistic, and engage students through interactive collaboration. [J Nurs Educ. 2016;55(9):536-540.].

Enhancing Clinical Reasoning Through Simulation Debriefing: A Multisite Study.

AIM: The aim of this research was to replicate Dreifuerst's 2012 findings of enhanced clinical reasoning scores using a structured debriefing: Debriefing for Meaningful Learning (DML). BACKGROUND: The direct effect of debriefing on clinical reasoning is not well studied. The nursing education literature supports debriefing as a reflective dialogue necessary to enhance clinical reasoning. METHOD: A quasi-experimental, pretest-posttest, repeated measure research design was used to evaluate nursing students' clinical reasoning using the Health Sciences Reasoning Test (HSRT). RESULTS: The change in HSRT mean scores was determined to be significant for the intervention group at the .05 level and insignificant for the control group. The change in HSRT mean scores between the intervention and control groups was determined to be significant at the .10 level. CONCLUSION: Nursing students who had the DML debriefing scored significantly higher in their clinical reasoning than nursing students who had usual and customary debriefing.

Non-Acute-Care Virtual Simulation: Preparing Students to Provide Chronic Illness Care.

This pilot study demonstrated the potential for virtual simulation in nursing education regarding chronic care management in community settings. Observations of faculty characteristics associated with the ability to effectively facilitate simulation experiences and debriefing sessions were consistent with prior studies.