Dr. Jacquelyn Gibbs

Dr. Jacquelyn Gibbs |Clyto Access

University of Cincinnati (UC) Blue Ash College, USA

Poster Presentation

Expertise: Diabetes mellitus, hypoglycemia

Biography:

Jacquelyn Gibbs is an Associate Professor at University of Cincinnati (UC) Blue Ash College. Jacquelyn joined the UC Blue Ash Nursing Department in 2001 and has 20 years of experience in healthcare and education. She received her Master’s degree in Nursing from the University of Phoenix and her Bachelors of Science Degree in Nursing from Purdue University. She obtained her certification as Nurse Educator in 2010 through the National League for Nursing. She is currently working on obtaining her Doctorate of Nursing Practice (DNP) Degree from UC. Jacquelynteaches the diabetes mellitus content to all nursing students at UC Blue Ash College. Her DNP project entails designing a clinical decision support system for hypoglycemia treatment for the nurses to utilize at UC Health.

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Presentation:

Title: Human patient simulation vs. case study: Which teaching strategy is more effective in teaching nursing care for the hypoglycemic patient?

Abstract:

With the ever-increasing safety concerns presented in a health care setting, it is imperative that nursing students are prepared for the demand of utilizing the skill of critical thinking at any moment while providing care to patients experiencing an episode of hypoglycemia. Nurse educators strive to implement different teaching strategies to promote critical thinking skills; however the use of case studies as a teaching strategy for hypoglycemia may be less productive than utilization of human patient simulation. The purpose of the study was to evaluate the effectiveness of two teaching strategies: Human patient simulation and a single case study during diabetes education. This research included 96 first year associate degree nursing students. A quasi-experimental, two group pretest and posttest design was utilized. In addition, an objective clinical evaluation completed by faculty evaluated students’ clinical reasoning, and all students completed a post survey evaluating the teaching strategies. In conclusion, according to the student test results and clinical evaluations, both teaching strategies are beneficial in nursing education. As a result of student surveys and comments, students recognize the value in both teaching strategies; however, they did not believe either strategy should be a substitute for clinical agency experience.

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Related Conferences :

International Diabetes and Degenerative Diseases Conference