Evaluating the Relationship Between Virtual Clinical Education and Clinical Judgment of Undergraduate Nursing Student (1090-002213) (Developmental Research Projects: Distanced and Virtual Education (By Invitation Only))
Start time: Friday, February 5, 2021, 2:00 PM End time: Friday, February 5, 2021, 3:00 PM Session Type: Research Study Development and Presentation Program Abstracts
Research Question and Hypothesis Null hypothesis. Undergraduate nursing students who attend a virtual clinical simulation will not have higher clinical decision-making scores than those who do not. Research question. The research questions this study will seek to answer is: How does the presence or absence of virtual simulation influence the clinical decision-making scores of undergraduate nursing students? What is the relationship between virtual clinical education and the LCJR scores? Research hypothesis. It is hypothesized that undergraduate nursing students who attend a virtual simulation will have higher clinical decision-making scores than those who do not.
The researcher plans to implement a quantitative research study. Therefore, an inquiry will be made about the relationship between virtual clinical education, the independent variable, and clinical decision making, the dependent variable. Clinical decision-making scores of undergraduate nursing students is the dependent variable (Creswell, 2014). The Lasater Clinical Judgment Rubric (LCJR) will be used to operationalize the dependent variable of clinical decision making. These variables will be studied as they are observed in a population of undergraduate students enrolled in a nursing program located in the United States. The purpose of this study is to observe the clinical decision-making scores of this sample population, particularly of those who utilize virtual clinical education with a debriefing component in their curriculum.
Responses to the LCJR will be entered and all analyses will be completed by way of the Statistical Package for Social Sciences (SPSS) version 19 for Windows (2010). With the pre-test–post-test design, researchers will be able to see if the subjects differ on the dependent measure at the pre-test by utilizing the statistical technique of a paired t-test. This will allow the researchers to control for any pre-test differences. By using this test, the accuracy and power of statistical analysis will be increased in identifying true differences between the pre- and post-test scores. The four subscales of the LCJR of effective noticing, interpreting, responding, and reflecting skills will also be investigated for differences as well (Polit, 2010). It is hypothesized that the results will find that undergraduate nursing students who use virtual simulation as a learning strategy will have higher clinical decision-making scores than those who do not.