title: Effect of simulation on the development of critical thinking in associate degree nursing students.
abstract: OBJECTIVE
  The purpose of this study was to explore the development of critical thinking for students who received instruction using high-fidelity patient simulation (HFPS) versus low-fidelity simulation (instructor-written case studies).
  
  
  BACKGROUND
  Simulated patient care environments have become increasingly more sophisticated in nursing labs, with HFPS fast becoming the standard for laboratory teaching/learning.
  
  
  METHODS
  A convenience sample of first-semester associate degree nursing students participated in this quasi-experimental study. One group of students received weekly HFPS patient simulations and the other group received weekly case studies. Both groups took a pre- and posttest using the Health Studies ReasoningTest.
  
  
  RESULTS
  Both groups showed an increase in critical thinking skills; however, there was no statistically significant difference between the HFPS and case study groups.
  
  
  CONCLUSIONS
  Results suggest that high- and low-fidelity simulations are both associated with increases in critical thinking scores.
authors.affiliation: Farmingdale State College, New York, USA. goodstl@farmingdale.edu
authors.forename: Lori
authors.initials: L
authors.lastname: Goodstone
authors.forename: Michael S
authors.initials: MS
authors.lastname: Goodstone
authors.forename: Kathleen
authors.initials: K
authors.lastname: Cino
authors.forename: Christine A
authors.initials: CA
authors.lastname: Glaser
authors.forename: Kathleen
authors.initials: K
authors.lastname: Kupferman
authors.forename: Theresa
authors.initials: T
authors.lastname: Dember-Neal
mesh_terms: D003162:Competency-Based Education / Q000379:methods*; D004507:Education, Nursing, Associate / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D015402:Nursing Education Research; D016544:Patient Simulation; D013850:Thinking