THE USE OF SIMULATION TO IMPROVE KNOWLEDGE RETENTION IN JUNIOR-LEVEL BACHELOR OF SCIENCE IN NURSING STUDENTS STUDYING CEREBRAL VASCULAR ACCIDENT

Dissertation
Description: 
Retention of classroom learning is foundational to clinical reasoning and adequate
practice for student nurses particularly when confronted with critical clinical situations
such as acute stroke. Simulation has been successful in developing clinical reasoning,
however little is known if it helps retention of key classroom material. This crosssectional
interventional project examined the use of simulation to improve knowledge
retention in junior-level BSN students of classroom material about stroke. The
intervention group was exposed to a simulation scenario along with usual classroom
lecture and reading. Retention of classroom material was assessed in intervention and
control groups by pretest and repeated post-test at one and six weeks.
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