Stephanie Sideras

Assessing the Reliability, Validity, and Use of the Lasater Clinical Judgment Rubric: Three Approaches

The purpose of this article is to summarize the methods and findings from three different approaches examining the reliability and validity of data from the Lasater Clinical Judgment Rubric (LCJR) using human patient simulation. The first study, by Adamson, assessed the interrater reliability of data produced using the LCJR using intraclass correlation (2,1). Interrater reliability was calculated to be 0.889. The second study, by Gubrud-Howe, used the percent agreement strategy for assessing interrater reliability. Results ranged from 92% to 96%. The third study, by Sideras, used level of agreement for reliability analyses. Results ranged from 57% to 100%. Findings from each of these studies provided evidence supporting the validity of the LCJR for assessing clinical judgment during simulated patient care scenarios. This article provides extensive information about psychometrics and appropriate use of the LCJR and concludes with recommendations for further psychometric assessment and use of the LCJR.

Spiraling evidence-based practice and outcomes management concepts in an undergraduate curriculum: a systematic approach.

Preparing undergraduate nursing students to practice nursing in the 21st century requires a focus on the development of evidence-based practice and outcomes management knowledge and skills throughout the nursing curriculum. To this end, seven learning activities were created that spiral and increase in complexity while building on previously acquired skills. Working in teams and practicing team-building techniques, students learned how to develop a clinical question, search the literature, synthesize the current knowledge, identify the significance of the issue in an ecological model, decipher existing quality data and compare that data to national benchmarks, investigate a health care quality issue using quality improvement methods, and draft a proposal for implementation of a continuous quality improvement initiative. Work was presented in both written and oral presentation formats, with emphasis on engaging various audiences in a compelling health care issue.

A Digital Toolkit to Implement and Manage a Multisite Study

Calls for multisite studies are increasing in nursing education. However, the challenge of implementing consistent protocols and maintaining rigorous standards across sites can be daunting. One purpose of a recent multisite, collaborative, simulation study was to evaluate a digital toolkits effectiveness for managing a multisite study. We describe the digital toolkit composed of Web-based technologies used to manage a study involving five sites including one United Kingdom site. The digital toolkit included a wiki, a project Web site to coordinate the protocols and study materials, software to organize study materials, and a secure location for sharing data. Most of these are familiar tools; however, combined as a toolkit, they became a useful management system. Web-based communication strategies and coordinated technical support served as key adjuncts to foster collaboration. This article also offers practical implications and recommendations for using a digital toolkit in other multisite studies.

Effectiveness of Simulation Preparation on Novice Nurses' Competence and Self-Efficacy in a Multiple-Patient Simulation.

&NA; This study examined the influence of three simulation preparation methods (expert modeling/intervention, voice‐over PowerPoint/active control, and reading assignments/passive control) on improving novice nurses’ competence and selfefficacy for providing care to multiple simulated patients. Both competence and self‐efficacy were measured at baseline and following a five‐week intervention. Twenty senior pre‐licensure nursing students participated in the trial. One‐way ANOVAs and parametric/nonparametric correlations were used. Voice‐over PowerPoint and expert modeling resulted in greater improvements in self‐efficacy compared with traditional reading assignments as simulation preparation. However, there was no relationship between change in competence and self‐efficacy over time.