Details: Respond to my classmate cosmic question post based on her discussion
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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 Forum 6 by Angelina Agyei
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)
a) limitations and strengths of the study variable(s)
Limitation of the study was that the role-modeling intervention was tested only in one academic settings with a small group of senior-level nursing students and the results cannot be generalized to other students (Aronson et al., 2013, p. e125). It is not known whether student scores improved on the posttest, compared with the pretest, because of increased clinical time during the students’ capstone experience (p. e125)
The strengths of the study variables were that the student performance improved by 47% after being exposed to the role-modeling intervention (Aronson et al., 2013, p. e125). Total mean scores on the HFSCET for the pretest (59.08) and posttest (87.08) were significantly different (p 1⁄4 .000); students performed better on the posttest after exposure to the role-modeling intervention as shown on Table 2. Comparison of rankings for the pretest and posttest for each of the subscales was also significantly different. In all cases, mean scores improved on the posttest (e.125).
b )hypothesis(es)/research questions
The hypothesis, as indicated in the abstract was the following: the primary purpose of this quasi-experimental pre-test, post-test study was to assess the preliminary effectiveness of a theory based role-modeling intervention on enhancing student nurse competency in responding to a simulated response to rescue event (Aronson et al, 2013,e.121).
c) theoretical framework
The theoretical framework used in this article is social learning theory. According to Bandura (1977), observational learning is governed by four component processes: attention, retention, motor reproduction, and motivation (Aronson et al, 2013, e.121).
d)design
The study utilizes a quasi-experimental pretest-posttest design. This form of study employs non-randomization as key in-group allocation. They subjected the intervention group to videotaped content during pretest and posttest scenarios (Aronson et al., 2013, p. e124).
e) sample
Participants in the convenience sample (N ¼ 24, or 12 student dyads) were senior-level students in their fourth year of a baccalaureate nursing program in the Northeast, enrolled in their senior-level adult health course and capstone course (Aronson et al, 2013,e.124).
f) data collection procedures
To ensure a similar baseline competency with the high-fidelity simulator and the medical equipment used in the scenario, participants attended a 30-minute orientation session (in groups of four to five) before participating in the study (Aronson et al, 2013,e.124).
The students were then given a manikin to practice on. They were told to tell the raters what they were thinking, what they were doing, and what they were finding (Aronson et al, 2013,e.124). The feedback consisted of the student nurse’s score and a general summary of missed behaviors in the categories of patient safety, assessment, communication, interventions, and documentation (Aronson et al, 2013,e.124).
g) data analysis
The data analysis process relied on SPSS for mean scores and level of significance in assessment. The authors also compared rankings as well as conducted a power analysis for comparison and effect size measurements (Aronson et al., 2013, p. e125).
Data were entered into SPSS version 11. Total mean scores on the HFSCET for the pretest (59.08) and posttest (87.08) were significantly different (p ¼ .000); students performed better on the posttest after exposure to the role-modeling intervention. (Aronson et al, 2013,e.125).
Comparison of rankings for the pretest and posttest for each of the subscales was also significantly different. In all cases, mean scores improved on the posttest. A power analysis was conducted (effect size ¼ .92; a ¼ .50; power ¼ 0.99), which according to Cohen (1992), corresponds to a large effect size(Aronson et al, 2013,e.125).
h) generalizations
The role-modeling intervention has been tested in only one academic setting with a small group of senior-level nursing students; therefore, the results cannot be generalized to other student populations (Aronson et al, 2013, e.125).
i)conclusions
This pilot study has confirmed the initial efficacy of a role modeling intervention on improving the performance of students in responding to a simulated response-to-rescue event (Aronson et al, 2013,e.125).
j)recommendations for future research
These preliminary results are encouraging because it is often difficult for faculty to schedule competency assessments in a timely manner, given the competition for laboratory space and conflicting student schedules (Aronson et al, 2013, e.125). Randomized trials with a control group are needed to confirm the results of this feasibility study (Aronson et al, 2013, e.126). It is unknown whether students who become proficient with managing scenarios designed to mimic response-to-rescue events while in school will transfer this learning, after they graduate, to the practice setting to affect patient safety (Aronson et al, 2013, e.126).
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).
Students performed better on the posttest after exposure to the role-modeling intervention. Comparison of rankings for the pretest and posttest for each of the subscales was also significantly different. In all cases, mean scores improved on the posttest. A power analysis was conducted (effect size ¼ .92; a ¼ .50; power ¼ 0.99), which according to Cohen (1992), corresponds to a large effect size (Aronson et al, 2013,e.125).
While debriefing is currently the most widely used teaching- learning strategy in simulation, this innovative educational intervention based on established learning theory may change the way educators prepare students and novice students to achieve expected clinical competencies in graded simulation performance assessments (Aronson et al, 2013,e.126).
3. What is your cosmic question?
Discuss the purpose of the “Discussion” section in a research study?
Reference
Aronson, B., Glynn, B., & Squires, T. (2013). Effectiveness of a Role-Modeling Intervention on Student Nurse Simulation Competency. Clinical Simulation in Nursing, 9(4), 121-126. doi:10.1016/j.ecns.2011.11.005
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