Optimizing the Cognitive Space of Nursing Work Through Electronic Medical Records.

The incorporation of electronic medical records into nursing practice highlights the need to facilitate communication among nurses. The extensive use of information suggests that electronic medical records should be considered in the cognitive workspace to manage information and facilitate communication. The purpose of this study was to construct an integrative model to explain the role of electronic medical records in the cognitive workspace. This work is grounded in the Theory of Swift and Even Flow and Distributive Cognition. The Distributive Cognitive model views the workplace as a cognitive system, such that cognitive processes do not occur in individual clinicians, but as a collaborative effort among nurses. The Theory of Swift and Even Flow was used to explain the flow of information among nurses. We used a qualitative approach to gather data from nurses at local inpatient facilities. Seven focus groups among three facilities were completed (n = 34). A semistructured questionnaire guided the focus group sessions. The results suggest that electronic medical records contribute to the cognitive workspace by serving as a conduit for information to be collected and distributed. These systems may positively influence nursing care when the quality, quantity, and timeliness of information are optimized.

Can nursing students' confidence levels increase with repeated simulation activities?

In 2014, nursing faculty conducted a study with undergraduate nursing students on their satisfaction, confidence, and educational practice levels, as it related to simulation activities throughout the curriculum. The study was a voluntary survey conducted on junior and senior year nursing students. It consisted of 30 items based on the Student Satisfaction and Self-Confidence in Learning and the Educational Practices Questionnaire (Jeffries, 2012). Mean averages were obtained for each of the 30 items from both groups and were compared using T scores for unpaired means. The results showed that 8 of the items had a 95% confidence level and when combined the items were significant for p <.001. The items identified were those related to self-confidence and active learning. Based on these findings, it can be assumed that repeated simulation experiences can lead to an increase in student confidence and active learning.

Evaluating clinical simulation.

PROBLEM: This article reviews the findings of a year-long process of evaluation by faculty involved in clinical simulation. The process involved only one faculty reviewer, and the findings demonstrated various deficiencies present in students' performance of selected clinical scenarios. METHODS: A simulation rubric and set clinical scenarios were developed in order to evaluate students' performance. The student's performance was graded and was made part of the senior student's final clinical course grade. The students were required to conduct a clinical simulation activity, as if they were the nurse caring for the patient. They performed a complete assessment, basic interventions, and interdisciplinary communication, along with computerized documentation. FINDINGS: The findings showed deficits in the areas of medication administration, patient assessment, and communication. CONCLUSION: As a result, the faculty has looked at ways to improve these areas and to more fully incorporate simulation activities into the nursing curriculum.