Discussion 6 by Shirley Rodriguez Medina reply

Topic: NSG 410 – Research and Evidence-based Nursing Practice

Details: Respond to my classmate cosmic question post based on her discussion, the article posted, and the textbook chapters (8,9,10, 12,13,14,15,16,17,&18). Textbook as my reference: LoBiondo-Wood, G., & Haber, J. (2018). Nursing Research. Methods and Critical Appraisal for Evidence-Based Practice. 9th Edition. St. Louis, Missouri: Elsevier.

Discussion 6 by Shirley Rodriguez Medina

1. Evaluate the discussion section of the article attached and identify if the following was addressed. (Note, you need to show evidence, do not just say yes or no. Post what the researcher indicated that supports that these elements were addressed in the discussion section. Add the page number where you found them)

• Limitations and strengths of the study variable(s) – A limitation of this study is that the role-modeling intervention has only been tested on one academic setting with a small group of senior-level nursing students (Aronson, et al., 2013, p. e125). It is also unknown if the student’s post-test scores improved because they had increased time and exposure on their capstone experience (Aronson, et al., 2013, p. e125). A strength of this study is that is ready to be implemented with larger and more diverse group pf students at a variety of educational institutions (Aronson, et al., 2013, p. e125).

• Hypothesis(es)/research questions – assess the effectiveness of a “theory-based role modeling intervention on student nurse competency in responding to a simulated response-to-rescue event” (Aronson, Glynn, & Squires, 2013, p. e122). As well as to determine if there was any relationship between the scores the student got on their pre-test and post-test after their intervention (Aronson, et al., 2013, p. e122).

• Theoretical framework – their approach is based on the social learning theory, which states that human behavior is learned by observing others (Aronson, et al., 2013, p. e123). In this case the students can observe a 40-minute expert practice video and they will gather a symbolic representation of the desired activities and actions with the use of attention, retention, motor reproduction, and motivation, which will guide their behavior and actions in the future (Aronson, et al., 2013, p. e123).

• Design – a quasi-experimental, one-group, pretest-posttest design was used in this study (Aronson, et al., 2013, p. e124). The students were given a 30-minute orientation to familiarize with the manikin and equipment in the room, which was design to simulate a typical hospital room (Aronson, et al., 2013, p. e124). Students were instructed to tell the reviewers what they were thinking, what they were doing, and to report their findings, while being recorded the pre-test scenario, as well as the post-test scenario, which lasted 30-minutes (Aronson, et al., 2013, p. e124).

• Sample – the convenience sample was made up of 24 senior-level volunteer students in their 4th year of their baccalaureate nursing program in the Northeast, which were enrolled in a senior-level adult health course and a capstone course (Aronson, et al., 2013, p. e124).

• Data collection procedures – The recording was rated by an external reviewer (while the student’s identity remained confidential) using the Heart Failure Simulation Competency Evaluation Tool (HFSCET) (Aronson, et al., 2013, p. e124). The HFSCET is used to assess the student’s ability to competently respond in a deteriorating HF patient scenario, focusing on the student’s response to patient safety, assessment, communication, interventions, and documentation (Aronson, et al., 2013, p. e123). Feedback was sent to the student’s emails and consisted of their score and a general summary of their missed behaviors in the categories mentioned above (Aronson, et al., 2013, p. e124).

• Data analysis – the total mean for the pre-test score was 59.08 and 87.08 for the post-test, which indicates that students performed significantly better after receiving the role-modeling intervention (Aronson, et al., 2013, p. e125). It’s also noted that students who took their post-test a few days later after their role-modeling intervention had a lower score on the test (Aronson, et al., 2013, p. e125).

• Generalizations – since the sample was too small, only 24 senior-level nursing students at one campus, the result cannot be generalized to the other student population (Aronson, et al., 2013, p. e125).

• Conclusions – the study was able to confirm how beneficial role-modeling interventions are on improving the performance of nursing students in a response-to-rescue event (Aronson, et al., 2013, p. e125).

• Recommendations for future research – random trials with control groups are still needed to ensure the feasibility of the study (Aronson, et al., 2013, p. e126).

2. After reviewing and evaluating the “Discussion” section of the article, discuss the strength of the evidence supports a change in current practice (If you think it does, support your answer with evidence based literature. You describe what the article indicated and find another source to support why the strength of evidence support a change in current practice).

This approach is cost effective and easy to replicate at any education or simulation centers that have tape recording capabilities (Aronson, et al., 2013, p. e126). This can help the faculty save time and resources when teaching novices students expected clinical competencies (Aronson, et al., 2013, p. e125-e126).

3. What is your cosmic question? (This should be based on chapter of the week. Pose a research question on discussion section of a research)

What’s the difference between sensitivity and specificity and how are they related to positive predictive value (PPV) and negative predictive value (NPV)?

References

Aronson, B., Glynn, B., & Squires, T. (2013). Effectiveness of a Role-Modeling Intervention on Student Nurse Simulation Competency. Clinical Simulation in Nursing, 9 (4), e121-e126. Retrieved from doi:10.1016/j.ecns.2011.11.005

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