Browsing by Author "Jeffries, Pamela R."

Now showing 1 - 5 of 5
  • Thumbnail Image
    Item
    Creating a Professional Development Plan for a Simulation Consortium
    (Elsevier, 2013-06) Jeffries, Pamela R.; Battin, Jim; Franklin, Michelle; Savage, Rhonda; Yowler, Hollace; Sims, Caroline; Hall, Tamara; Eisert, Shelly; Lauber, Cynthia; Brown, Stephanie; Werskey, Karen; Bartlett Ellis, Rebecca J.; Everage, Terri; Dorsey, Laurie; School of Nursing
    As the United States struggles with health care reform and a nursing education system that inadequately prepares students for practice, dramatic advances in educational technology signal opportunities for both academic and practicing nurses to affect our profession as never before. Simulation technologies provide large and small institutions with the means to educate health care students and novice professionals effectively and efficiently through hands-on experience, but the costs of such a venture can be prohibitive. A simulation consortium offers a venue for different health care and educational institutions with shared goals to pool knowledge, monies, and labor toward health care education throughout a geographic area. This article details one Midwestern U.S. region's work in creating a professional development plan for a new simulation consortium.
  • Thumbnail Image
    Item
    Debriefing For Meaningful Learning: Fostering Development of Clinical Reasoning Through Simulation
    (2011-02-25) Dreifuerst, Kristina Thomas; Jeffries, Pamela R.; Horton-Deutsch, Sara L.; McNelis, Angela M.; Pesut, Daniel J.
    There is a critical need for faculty, a shortage of clinical sites, and an emphasis on quality and safety initiatives that drive increasing use of simulation in nursing education. Debriefing is an essential component of simulation, yet faculty are not consistently prepared to facilitate it such that meaningful learning, demonstrated through clinical reasoning, occurs from the experience. The purpose of this exploratory, quasi-experimental, pre-test-post-test study was to discover the effect of the use of a simulation teaching strategy, Debriefing for Meaningful Learning (DML), on the development of clinical reasoning in nursing students. Clinical reasoning was measured in 238 participant students from a Midwestern university school of nursing taking an adult health course that uses simulation. Participants were assigned to either the experimental or control group where the DML was compared to customary debriefing using the Health Sciences Reasoning Test (HSRT) before and after the debriefing experience, and the Debriefing Assessment for Simulation in Healthcare©–Student Version (DASH©–SV) with four supplemental questions about the DML (DMLSQ) process, during the post-debriefing assessment. This research sought to understand if the DML debriefing strategy positively influenced the development of clinical reasoning skills in undergraduate nursing students, as compared to usual and customary debriefing. The data revealed that there was a statistical difference between total mean test scores measured by the HSRT. There was, additionally, statistical significance in the change in scores between pre-test and post-test for those who used the DML as compared to the control. There was also a difference in the student’s perception of the quality of the debriefing measured by the DASH©–SV with the DML rated statistically higher than usual debriefing. Finally, there was a significant correlation, demonstrated through regression analysis, between the change in HSRT scores and students’ perception of quality debriefing and the use of the DML. This study contributes to the growing body of knowledge about simulation pedagogy, provides tools for use in debriefing, and informs faculty on best practices in debriefing.
  • Thumbnail Image
    Item
    Development and Testing of the Colonoscopy Embarrassment Scale
    (2010-01-26T20:06:42Z) Mitchell, Kimberly Ann; Rawl, Susan M.; Champion, Victoria; Jeffries, Pamela R.; Welch, Janet L.
    Colorectal cancer (CRC), the third leading cause of cancer-related death in the U.S., could largely be prevented if more people had polyps removed via colonoscopies. Embarrassment has been identified as one important barrier to colonoscopy, but little is known about embarrassment in this context. Further, there is no instrument available to measure this construct. Therefore, the purpose of this study was to develop a reliable and valid instrument to measure colonoscopy-related embarrassment. The study aims were to: 1) estimate reliability and validity of a new instrument, the Colonoscopy Embarrassment Scale (CES); 2) examine relationships among demographic/personal characteristics, health beliefs, and CES scores; 3) examine relationships among demographic/personal characteristics, physician recommendation, health beliefs, and colonoscopy compliance; and 4) evaluate participants’ perceptions of aspects of having a colonoscopy that are most embarrassing and their suggestions for reducing embarrassment. The Health Belief Model and Transtheoretical Model of Change provided theoretical support for this study. Participants were HMO members aged 50-65 years (n=234). Using a cross-sectional, descriptive research design, data were collected using a mailed survey. The response rate was 56%. Data were analyzed using independent samples t-tests, correlations, Chi Square, and regression. Results showed that the six-item CES had internal consistency (Cronbach’s alpha of .89) and construct validity. Lower income, higher BMI, lower CRC knowledge, higher barriers, and lower self-efficacy were related to higher CES scores (or more embarrassment). Higher CRC knowledge, lower barriers, higher self-efficacy, and a physician recommendation for the test were related to higher compliance with colonoscopy. Lower barriers, higher self-efficacy, and a physician recommendation were predictive of compliance with colonoscopy. In conclusion, embarrassment is a significant barrier to colonoscopy, yet there are steps that can be taken to reduce embarrassment such as increasing privacy and limiting bodily exposure. The CES is a tool that can be used to measure colonoscopy-related embarrassment and the results could be used in developing further interventions to reduce embarrassment, leading to increased colonoscopies and lower mortality.
  • Thumbnail Image
    Item
    Exploring faculty preparation for and use of debriefing with the debriefing for meaningful learning inventory
    (2016-07-19) Bradley, Cynthia Diane; Dreifuerst, Kristina Thomas; Ironside, Pamela M.; Wonder, Amy Hagedorn; Friesth, Barbara Manz; Jeffries, Pamela R.
    Debriefing is the most significant component of simulation, yet the impact of debriefer training for this critical time of learning has not been reported. Although training of debriefers in the use of a structured debriefing method has been recommended by nursing organizations and regulating bodies, a description of the impact of training on the understanding and application of debriefing within nursing programs is largely unknown. Debriefing for Meaningful Learning© (DML) is a structured, evidencebased debriefing method that promotes the development of clinical reasoning among prelicensure nursing students. DML has been adopted for use across the curriculum throughout nursing education. However, little is known regarding how debriefers are trained in this method and how that training impacts their understanding and application of the method. The DML Inventory (DMLI), was developed and tested for this research study, and used to assess and document 234 debriefers’ understanding of the central concepts of DML and subsequent application of DML behaviors during simulation debriefing with prelicensure baccalaureate nursing students. Statistically significant differences were found between those debriefers who had and had not been trained in DML. Statistically significant differences were also found in the understanding of the DML central concepts, and in the application of DML based on the types of training the debriefers received. viii The data indicate that DML trained debriefers consistently apply more DML behaviors than those who had not received training, and that multiple sources of training resulted in a more consistent application of DML debriefing behaviors. Furthermore, understanding the central concepts of DML resulted in debriefers consistently applying more debriefing behaviors consistent with the DML design. This study contributes to the growing body of knowledge of debriefing in nursing education and training in evidence-based debriefing methods, by providing a tested instrument that can be used to assess debriefers using DML. The findings also demonstrate the impact of the type of training on how structured debriefing methods are then implemented in teaching-learning environments, which can be used to improve future training.
  • Thumbnail Image
    Item
    Nursing Perceptions of Patient Safety at Hamad Medical Corporation in the State of Qatar
    (2009-03-18T18:27:21Z) Al-Ishaq, Moza A Latif; Ebright, Patricia R.; Keck, Juanita; Stokes, Lillian; Jeffries, Pamela R.
    The ability to improve the safety of patient care delivery is dependent on the safety culture, or the norms surrounding reactions following an error, the learning that takes place, and the proactive strategies in place to prevent future errors. While measurement of patient safety culture is now common in the United States (US) using instrument specifically developed for US healthcare organizations, no measurements of safety culture had been conducted at Hamad Medical Corporation in the State of Qatar, a Middle Eastern country; nor were valid or reliable instruments available. The purpose of this study was to assess registered nurses’ perceptions of the safety culture in the units where they provide nursing care at Hamad Medical Corporation using a modified version of the Agency for Healthcare Research and Quality (AHRQ) patient safety culture an instrument (Hospital Survey of Patient Safety Culture). Eight hundred surveys were distributed to all randomly-selected nurses from eight targeted clinical services with a response rate of 57%. Survey results were compared with those from US hospitals using the original AHRQ survey. Ranking of subscales for this study in terms of strengths and areas needing improvement were almost identical to the ordering of US hospital results, with teamwork within units ranked highest and indicating a strength; and the subscale non-punitive response to error the lowest and indicating an area for improvement. Positive response rates in terms of safety culture for this study were generally lower on most subscales compared to the US results and may reflect the intensity of patient safety improvement activity in the US over the last eight years in response to the Institute of Medicine’s report on medical errors in 1999. Results from this study provide a baseline measurement for safety culture at Hamad Medical Corporation and beginning adaptation of an instrument that can be used in other Middle Eastern healthcare organizations in the future.