Nursing education uses High-Fidelity Human Simulation (HFHS) as an innovative teaching method that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. Debriefing allows students to reflect on what they have experienced (Nehring & Lashley, 2010). The purpose of this quantitative, quasi-experimental study was to explore the comparison of two debriefing processes, video-assisted and oral (independent variable), by assessing the students’ opinion of the debriefing experience and the students’ rating of the importance of the debriefing experience (dependent variables). Participants included 40 Midwestern university baccalaureate nursing students in their first semester of the program. Data were collected using the Debriefing Experience Scale (Reed, 2012) consisting of 20 Likert scale items divided into four subscales administered as a posttest immediately following debriefing. The overall finding for both dependent variables showed no statistical significance. The four subscales for both dependent variables also showed no statistical significance. The 20 items were further analyzed for individual significance. A statistically significant finding associated with the students’ opinion of the debriefing experience found, “I became more aware of myself during the debriefing session” (p = .033); whereas, the students’ rating of the importance of the debriefing experience revealed three statistically significant items. “I had enough time to debrief thoroughly” (p = .035), “the facilitator provided constructive evaluation of the simulation during debriefing” (p = .021), “and the debriefing environment was physically comfortable” (p = .035) were all statistically significant at p < .05.
|Commitee:||Kanai, Therese, Krumwiede, Norma|
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 76/01(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Nursing, Educational technology, Higher education|
|Keywords:||Active learning process, Debriefing experience, High-Fidelity Human Simulation, Nursing education, Oral debriefing, Student experience, Video-assisted debriefing|
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