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The contribution of simulation in the development of clinical judgement: Students' perspectives
2020-10-13T10:39:38+13:002020-10-13T10:30:45+13:00NRS Research
Lesa, R. (2019). The contribution of simulation in the development of clinical judgement: Students' perspectives. Doctoral thesis, University of Otago, Dunedin. Retrieved March 29, 2024, from http://hdl.handle.net/10523/9348
Conducts an exploratory case study investigating the experiences of third-year undergraduate nursing students in simulations, collecting stories about their experiences in the clinical environment, and highlighting the potential use of simulation as an alternate learning environment to foster the development of clinical judgement in nursing students. Considers two research questions: how do nursing students experience simulation as an environment for learning, and how do nursing students' learning experiences in simulation and clinical practice influence their development of clinical judgement skills? Conducts one-to-one interviews and observes simulations in the course of an exploratory case study.
The contribution of simulation in the development of clinical judgement: Students' perspectivesLesa, R.openurl:?ctx_ver=Z39.88-2004&rfr_id=info%3Asid%2Fwww.nursingresearch.co.nz%2Frefbase%2F&genre=book&title=The%20contribution%20of%20simulation%20in%20the%20development%20of%20clinical%20judgement%3A%20Students%27%20perspectives&btitle=The%20contribution%20of%20simulation%20in%20the%20development%20of%20clinical%20judgement%3A%20Students%27%20perspectives&date=2019&tpages=181&aulast=Lesa&aufirst=Raewyn&pub=University%20of%20Otago&place=Dunedin&id=http%3A%2F%2Fhdl.handle.net%2F10523%2F9348&sid=refbase%3ANZNO%20Librarycitekey:Lesa2019Lesa, R. (2019). The contribution of simulation in the development of clinical judgement: Students' perspectives. Doctoral thesis, University of Otago, Dunedin. Retrieved March 29, 2024, from http://hdl.handle.net/10523/93482019ThesisDoctoral thesistextSimulationClinical judgementNursing studentsPre-registrationSurveysurl:http://hdl.handle.net/10523/9348University of Otago2019181