TY - JOUR
T1 - Clinical Judgment and Informatics
T2 - Encoding Simulations Using the Omaha System
AU - Muehlbauer, Marshall
AU - Bradley, Cynthia
AU - Marquard, Jenna
AU - Monsen, Karen A.
N1 - Publisher Copyright:
© 2023 Slack Incorporated. All rights reserved.
PY - 2023/4
Y1 - 2023/4
N2 - Background: Clinical judgment is a critical nursing competency. Unfolding case study is a pedagogy used to develop clinical judgment. The Omaha System is an accepted taxonomy for standardizing nursing documentation. Method: An unfolding case study was developed from a simulation scenario by encoding 33 nursing interventions with the Omaha System, then developed multiple true-false response items which were sent electronically in survey format to prelicensure baccalaureate nursing students. Differences between identified essential and distractor interventions were evaluated. Results: Participants (n = 101) identified correct interventions (M = 74.6%, standard deviation [SD] = 12%). A paired t-test indicated the percentage of correctly identified essential interventions (M = 78%, SD = 18.7%) was significantly higher than distractor interventions (M = 67%, SD = 18%). Discussion: Nursing students can identify appropriate interventions using the Omaha System, demonstrating potential to extend highly effective and low-cost learning experiences using unfolding case study and multiple true-false response items.
AB - Background: Clinical judgment is a critical nursing competency. Unfolding case study is a pedagogy used to develop clinical judgment. The Omaha System is an accepted taxonomy for standardizing nursing documentation. Method: An unfolding case study was developed from a simulation scenario by encoding 33 nursing interventions with the Omaha System, then developed multiple true-false response items which were sent electronically in survey format to prelicensure baccalaureate nursing students. Differences between identified essential and distractor interventions were evaluated. Results: Participants (n = 101) identified correct interventions (M = 74.6%, standard deviation [SD] = 12%). A paired t-test indicated the percentage of correctly identified essential interventions (M = 78%, SD = 18.7%) was significantly higher than distractor interventions (M = 67%, SD = 18%). Discussion: Nursing students can identify appropriate interventions using the Omaha System, demonstrating potential to extend highly effective and low-cost learning experiences using unfolding case study and multiple true-false response items.
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U2 - 10.3928/01484834-20230208-07
DO - 10.3928/01484834-20230208-07
M3 - Article
C2 - 37021941
AN - SCOPUS:85151792011
SN - 0148-4834
VL - 62
SP - 237
EP - 239
JO - Journal of Nursing Education
JF - Journal of Nursing Education
IS - 4
ER -