Problem and Purpose
Powell-Laney clearly identified the purpose of the study along with identifying the reason for the study. According to Powell-Laney (2010) there is a lack of evidence to support the use of simulation technology to teach clinical decision-making in nursing students thus Powell-Laney designed a study to ascertain whether the use of simulation technology in nursing education can increase the clinical decision making ability of nursing students (p. 6). Furthermore, Powell-Laney (2010) states that simulation technology is expensive and labor intensive thus adding to the need for current research to be done on the effectiveness of simulation technology in nursing education.
Review of the Literature
Simulation technology is a widely used educational resource in nursing education. It allows students to gain knowledge and experience in critical scenarios without having the risk that is involved with live patients. Powell-Laney (2010) reviewed several studies that attempted to prove the effectiveness of simulation experience but found that most of the studies were qualitative in nature and focused on the students’ perceptions of their simulation experience and did not focus on outcomes that the patient scenario may have. The literature that Powell-Laney reviewed was current at the time she wrote the article adding to the validity and reliability of her study. She also reviewed numerous articles and research related to her study checking for previously done research in this area and gaps that may be present. Powell-Laney (2010) found mixed results in previous studies indicating a need for more research allowing her to design a study that is both relevant and warranted. The research report was presented in a logical manner following the steps of the research process giving strength and believability to the paper (Ryan, et. al. 2007).
Powell-Laney designed a practical framework with easily identified research questions for her study. Demographic information concerning participants was taken prior to the study to define the sample population. The independent variable was identified in the study as the method used to teach care of a patient having a myocardial infarction: either traditional paper and pencil case study or simulation scenario (Powell-Laney, 2010). The dependent variable was defined as the clinical decision-making ability of the students (Powell-Laney, 2010). The student’s success of each scenario was measured by a multiple-choice exam scored concerning the treatment and care and clinical performance as measured by speed in performing CPR during a simulation scenario (Powell-Laney, 2010). Powell-Laney’s framework was easy to follow, clearly defined, and is applicable to the study with measurable outcomes.
The research questions are clearly stated aiding in identifying the outcomes of the framework. Powell-Laney (2010) also stated null hypothesis for each of the research questions...