Patient simulator to drive diagnostic thinking process and deep learning
Abstract
Background
The aim of this study was to evaluate clinical reasoning of the diagnostic thinking process among
student nurses in pre-enrollment nursing programs in two different educational institutions using
a patient simulator.
Method
This study adopted a quasi-experimental design. Problem behavior graphs (PBGs) were drawn
to reflect the participants’ clinical reasoning processes. Biggs’ Study Process Questionnaire
(SPQ) was used to evaluate their study approaches into six sub-scales.
Results
Forty-two subjects were randomly drawn from students of two pre-enrollment nursing programs:
21 from a college and 21 from a hospital-based nursing school. Subjects from the college had
more data driven strategy (53%) in the problem behavior graphs (PBGs). They used more surface
strategy than subjects from the nursing school (47%).
Conclusions
Results pinpoint data-driven strategy in nursing education helps to improve the current nursing
education in Hong Kong. Only if the ability to master diagnostic thinking process from student
nurses ensures patient safety in clinical environments.
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