Maribeth Hercinger

The Development of a Quantitative Evaluation Tool for Simulations in Nursing Education

In a complex healthcare environment, educating nursing students to safely care for clients is a challenging endeavor. As the use of high fidelity simulations increases, the ability to evaluate students is essential. A review of the literature identified a lack of tested simulation evaluation instruments to accurately measure student performance. A simulation evaluation tool was developed and tested with senior nursing students. Content validity was established from the literature and from the review of the tool by an expert panel. Reliability was established using sixteen simulation sessions, with two trained evaluators at each session. Percent agreement by evaluators ranged from 84.4% to 89.1%. Additional research needs to verify these results with different evaluators, varying levels of students, and additional scenarios. A valid, reliable tool to evaluate simulation experiences improves student assessment skills and ultimately clinical performance.

Predictors of success on National Council Licensure examination for registered nurses for accelerated baccalaureate nursing graduates.

A ccelerated nursing curricula (ANC) were first offered in 1971, and the nursing shortage has fostered the development of additional programs across the country. Employers look favorably on ANC programs because they produce nurses more rapidly than traditional programs. Students are partial to them because they can reach their goal in a shorter period of time. Accelerated nursing curricula may have different prerequisites and admission criteria; however, they offer qualified, previous-degree students the opportunity to graduate with a bachelor of science in nursing in 1 year. Because of the unique characteristics of ANC students and programs, predictors for success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) may differ from those for traditional students. There are gaps in the literature concerning predictors of NCLEX-RN success in ANC students in the predictive value of pre-RN examinations, previous degree, and coursework. In an effort to evaluate a newly revised curriculum and address declining school NCLEX-RN pass rates, a retrospective study was conducted to identify variables that predicted NCLEX-RN in our graduates. Variables examined included the following: admission grade point average (GPA), previous degree (science or nonscience), senior complex care (SCC) grade, and pre-RN assessment score.

Reliability and internal consistency findings from the C-SEI

Human patient simulation (HPS) is increasingly being used as both a teaching and an evaluation strategy in nursing education. To meaningfully evaluate student performance in HPS activities, nurse educators must be equipped with valid and reliable instruments for measuring student performance. This study used a novel method, including leveled, video-archived simulation scenarios, a virtual classroom, and webinar and e-mail communication, to assess the reliability and internal consistency of data produced using the Creighton Simulation Evaluation Instrument. The interrater reliability, calculated using intraclass correlation (2,1) and 95% confidence interval, was 0.952 (0.697, 0.993). The intrarater reliability, calculated using intraclass correlation (3,1) and 95% confidence interval, was 0.883 (-0.001, 0.992), and the internal consistency, calculated using Cronbachs alpha, was α = 0.979. This article includes a sample of the instrument and provides valuable resources and reliability data for nurse educators and researchers interested in measuring student performance in HPS activities.

Evaluation of embedded audio feedback on writing assignments.

The purpose of this pilot study was to compare embedded audio feedback (EAF), which faculty provided using the iPad(®) application iAnnotate(®) PDF to insert audio comments and written feedback (WF), inserted electronically on student papers in a series of writing assignments. Goals included determining whether EAF provides more useful guidance to students than WF and whether EAF promotes connectedness among students and faculty. An additional goal was to ascertain the efficiency and acceptance of EAF as a grading tool by nursing faculty. The pilot study was a quasi-experimental, cross-over, posttest-only design. The project was completed in an Informatics in Health Care course. Faculty alternated the two feedback methods on four papers written by each student. Results of surveys and focus groups revealed that students and faculty had mixed feelings about this technology. Student preferences were equally divided between EAF and WF, with 35% for each, and 28% were undecided.

Predictors of success on national council licensure examination for registered nurses for accelerated baccalaureate nursing graduates.

A ccelerated nursing curricula (ANC) were first offered in 1971, and the nursing shortage has fostered the development of additional programs across the country. Employers look favorably on ANC programs because they produce nurses more rapidly than traditional programs. Students are partial to them because they can reach their goal in a shorter period of time. Accelerated nursing curricula may have different prerequisites and admission criteria; however, they offer qualified, previous-degree students the opportunity to graduate with a bachelor of science in nursing in 1 year. Because of the unique characteristics of ANC students and programs, predictors for success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) may differ from those for traditional students. There are gaps in the literature concerning predictors of NCLEX-RN success in ANC students in the predictive value of pre-RN examinations, previous degree, and coursework. In an effort to evaluate a newly revised curriculum and address declining school NCLEX-RN pass rates, a retrospective study was conducted to identify variables that predicted NCLEX-RN in our graduates. Variables examined included the following: admission grade point average (GPA), previous degree (science or nonscience), senior complex care (SCC) grade, and pre-RN assessment score.