Clinical Simulation in Nursing
Volume 6, Issue 4 , Pages e153-e159 , July 2010

Synergistic Integration of Concept Mapping and Cause and Effect Diagramming Into Simulated Experiences

References 

  1. Agency for Healthcare Research and Quality. (2001). Reducing and preventing adverse drug events to decrease hospital costs. Retrieved September 18, 2008, from http://www.ahrq.gov/qual/aderia/aderia.htm
  2. American Association of Colleges of Nursing. The essentials of baccalaureate education for professional nursing practice. Washington DC: Author; 1998;
  3. Arhin A, Cormier E. Using deconstruction to educate generation Y nursing students. Journal of Nursing Education. 2007;46(12):562–567
  4. Bambini D, Washburn J, Perkins R. Outcomes of clinical simulation for novice nursing students: Communication, confidence, clinical judgment. Nursing Education Perspectives. 2009;30(2):79–98
  5. Brookfield SD. Developing critical thinkers. San Francisco: Jossey-Bass; 1987;
  6. Carper BA. Fundamental patterns of knowing in nursing. Advances in Nursing Science. 1978;1:13–23
  7. Clarke SP, Aiken LH. Failure to rescue: Needless deaths are prime examples of the need for more nurses at the bedside. American Journal of Nursing. 2003;103(9):42–47
  8. Decker SIL. Simulation as an educational strategy in the development of critical and reflective thinking: A qualitative exploration. Unpublished doctoral dissertation, Texas Women's University at Denton, TX; 2007;
  9. Del Bueno D. A crisis in critical thinking. [electronic version] Nursing Education Perspectives. 2005;26(5):278–282
  10. Dewey J. How we think. Lexington, MA: D.C. Heath; 1910;
  11. Dewey J. How we think: A restatement of the relation of reflective thinking to the educative process. Lexington, MA: D.C. Heath; 1933;
  12. Dewey J. Experience and education. New York: Macmillan; 1938;
  13. Fanning R, Gaba DM. The role of debriefing in simulation-based learning. Simulation in Healthcare. 2007;2(1):115–125
  14. Finkleman A, Kenner C. Teaching IOM: Implications of the Institute of Medicine reports for nursing education. Washington, DC: American Nurses Association; 2007;
  15. Fleming, N.D., & Mills, C. (1992). VARK: A guide to learning styles. Retrieved October 2, 2008, from http://www.vark-learn.com/English/index.asp
  16. Hill CM. Integrating clinical experiences into the concept mapping process. Nurse Educator. 2007;31(1):36–39
  17. Institute of Medicine, Aspden, P., Wolcott, J., Bootman, J., & Cronenwett, L. (Eds.). (2007). Preventing medication errors: Quality chasm series. Washington, DC: National Academies Press.
  18. Institute of Medicine & Kohn, L. T. (Ed.). (2004). Academic health centers: Leading change in the 21st century. Washington, DC: National Academies Press.
  19. Jeffries PR. A FRAMEWORK for designing, implementing, and evaluating: Simulations used as teaching strategies in nursing. Nursing Education Perspectives. 2005;26(2):96–103
  20. Jeffries, P.R., & Rizzolo, M.A. (2006). Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-site, multi-method study (National League for Nursing and Laerdal Research Year Two-End of Year Report). Retrieved August 15, 2006, from http://www.nln.org/research.LaerdalY2End.pdf
  21. Johns C. Framing learning through reflection within Carper's fundamental ways of knowing in nursing. Journal of Advanced Nursing. 1995;22(2):226–234
  22. Johns C. Becoming a reflective practitioner. 2nd ed.. Malden, MA: Blackwell; 2004;
  23. Joint Commission Resources. Front line of defense: The role of nurses in preventing sentinel events. Oakbrook Terrace, IL: Author; 2007;
  24. Lockwood S, Walker C, Tilley D. Faculty perceptions of an accelerated nursing program. Journal of Nursing Education. 2009;48(7):406–410
  25. National Council of State Boards of Nursing. (2005). Clinical instruction in prelicensure nursing programs. Retrieved August 22, 2006, from http://www.ncsbn.org/pdfs/Final_Clinical_Instruction_Prelicensure_Nursing_Programs.pdf
  26. National League for Nursing . Position statement: Innovation in nursing education: A call to reform. Retrieved July 8, 2006, from. http://www.nln.org/aboutnln/PositionStatements/innovation082203.pdf2003;
  27. Shreeve JW. Beyond the didactic classroom: Educational models to encourage active student involvement in learning. Journal of Chiropractic Education. 2008;22(1):23–28
  28. In:  Shultz CM editors. Building a science of nursing education: Foundation for evidence-based teaching-learning. New York: National League for Nursing; 2009;
  29. St. Cyr SK, All AC. Concept mapping: A road to critical thinking. Journal for Nurses in Staff Development. 2009;25(2):70–74

 Cite this article: Decker, S., Moore, A., Thal. W., Opton, L., Caballero, S., & Beasley, M. (2010, JULY). Synergistic integration of concept mapping and cause and effect diagramming into simulated experiences. Clinical Simulation in Nursing, 6(4), e153-e159. doi:10.1016/j.ecns.2009.11.010.

PII: S1876-1399(09)00569-6

doi: 10.1016/j.ecns.2009.11.010

Clinical Simulation in Nursing
Volume 6, Issue 4 , Pages e153-e159 , July 2010