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Table 3 Results of self-assessment of learning the clinical reasoning process between groups

From: Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students

I learned: 1 (not at all) to 5 (very much)SG group (n = 73)TT group (n = 73)p
To collect information
 Collect information by interviewing the patient4.0 ± 1.03.6 ± 1.20.02
 Collect information by observing the patient4.2 ± 0.84.0 ± 1.00.19
 Collect information from measurable patient data4.2 ± 0.84.2 ± 0.90.76
To process information
 Analyze data to reach an understanding of signs or symptoms4.3 ± 0.84.3 ± 0.80.86
To identify problems/issues
 Make nursing diagnosis4.2 ± 0.84.0 ± 0.90.10
 Recognize possible early signs or symptoms when a patient’s health deteriorates4.1 ± 0.84.1 ± 0.90.91
 Make decisions on patient care independently4.1 ± 0.83.7 ± 0.80.004
 Make decisions on patient care in cooperation with other students3.5 ± 1.23.0 ± 1.10.75
 Make prompt decisions on patient care3.9 ± 0.93.8 ± 0.90.30
To establish goals
 Prioritize patient’s need for care3.7 ± 1.03.9 ± 1.10.24
 Set goals3.4 ± 1.03.4 ± 1.20.82
 Plan nursing interventions3.5 ± 1.13.6 ± 1.10.54
To take action
 Implement nursing interventions4.1 ± 0.94.1 ± 0.70.61
 Communicate vital information clearly based on the patient’s current condition4.4 ± 0.84.3 ± 0.90.42
To evaluate outcome
 Evaluate effectiveness of interventions3.9 ± 0.93.8 ± 1.10.44
Total scoring (/75)59.5 ± 0.957.8 ± 1.00.25
  1. Results are presented as mean ± standard deviation and comparisons were carried out with the use of the Student’s t test. The Bonferroni criterion was set at alpha/15 = 0.003 to reach statistical significance