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Preferred Thinking Style, Symptom Recognition, and Response by Nursing Students During Simulation.

Beth E Burbach1, Susan Barnason2, Melody Hertzog2

  • 1University of Nebraska Medical Center College of Nursing, Norfolk, USA bburbach@unmc.edu.

Western Journal of Nursing Research
|June 21, 2014
PubMed
Summary

Students with a rational thinking preference better recognized patient symptoms during simulations. However, thinking style did not influence therapeutic responses, with some students delaying critical actions like oxygen application.

Keywords:
clinical reasoningnurses as subjectsnursing educationsimulation

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Area of Science:

  • Nursing Education
  • Cognitive Psychology
  • Healthcare Simulation

Background:

  • Improving nursing education requires understanding the links between how nurses recognize symptoms, their actions, and their thinking patterns.
  • Current educational strategies may not fully address the cognitive processes involved in clinical decision-making during patient care.

Purpose of the Study:

  • To investigate the relationship between nursing students' preferred thinking styles and their ability to recognize patient symptoms.
  • To explore how thinking styles correlate with the nursing interventions students implement during patient simulations.
  • To identify potential gaps in nursing education regarding cognitive processing and clinical response accuracy.

Main Methods:

  • A cohort of 29 final-semester nursing students participated in a high-fidelity patient simulation (HFPS) scenario.
  • Symptom recognition (e.g., dyspnea) and nursing responses (e.g., oxygen administration) were systematically recorded.
  • Students' preferred thinking styles were assessed using the Rational-Experiential Inventory-40 (REI-40).

Main Results:

  • A statistically significant association was found between a preference for rational thinking and improved symptom recognition (p < .05).
  • Preferred thinking style did not significantly correlate with the number of therapeutic nursing responses administered.
  • A notable 30% of students hesitated to administer oxygen independently, awaiting explicit direction from the healthcare team.

Conclusions:

  • A stronger preference for rational thinking styles appears to enhance accuracy in recognizing critical patient cues during simulations.
  • Nursing interventions, particularly timely actions like oxygen application, may be influenced by factors beyond cognitive style alone.
  • Further research into the cognitive processing of nursing students during simulation is essential for refining educational practices and improving patient safety.