Kathryn M Anderson, Sarah Leister, Ruth De Rego
The 5Ts for Teach Back: An Operational Definition for Teach-Back Training
Health literacy research and practice
study evaluated effect educational intervention based virtual clinical simulation problembased learning using mobile application clinical nursing education context tool improve clinical reasoning skills students second year nursing graduation prospective quasiexperimental study conducted year 2018 assessments performed educational intervention random convenience sample n 32 nursing students second year public university brazil divided equally experimental control groups experimental group underwent educational intervention clinical reasoning skills measured quality diagnostician nurse software lori 20 instrument control group experienced conventional class clinical reasoning skills four clinical cases used assess reasoning skills educational intervention data analyzed using descriptive inferential statistics experimental group showed statistically significant difference regarding prioritization nursing diagnoses p 0014 higher final score statistically significant difference performance pre posttest grades students participated intervention p 0003 control group also showed statistical significance score attributed clinical reasoning process p 0015 addition diagnostician nurse software excellent usability quality evaluations sus 8781 lori 466 respectively concluded educational intervention based virtual clinical simulation learning problems using diagnostician nurse software effective tool improve clinical reasoning skills support early detection patients educational intervention developed high quality attractive improved students motivation teachinglearning process