Learning Objective 1: The learner will be able to compare the student experience during debriefing between two different debriefing methods.
Learning Objective 2: The learner will be able to identify the student debriefing experience as defined by the Debriefing Experience Scale.
BACKGROUND: Simulation is used in nursing education as a teaching strategy, as a means to practice clinical skills, or for assessment and evaluation of student skills. As an experiential learning technique, a simulation generally consists of a preparation phase, enactment of the simulation scenario, and a debriefing. Debriefing helps simulation participants to understand, analyze and synthesize their thoughts, feelings and actions during a simulation. Minimal information is available in the nursing literature specific to the debriefing experience of nursing students. Examination of this experience is needed to understand learning during debriefing and thus maximize learning achieved during the educational processes that occur during the debriefing period.
METHOD: As no instruments specific to the debriefing experience were available, the Debriefing Experience Scale was developed using the “Classic Test Theory” (Burns & Grove, 2009). Following factor analysis and instrument refinement (Pett & Lackey, 2003) this instrument was used to compare the nursing student experience between debriefing methods. T-test analysis was performed on collected data to compare the two debriefing methods.
RESULTS: There was no significant difference in the student experience during debriefing between discussion of a videotaped simulation and oral discussion alone.
IMPLICATIONS: With simulation use increasing in nursing education, understanding the student debriefing experience is essential to enhance student learning. Examination of the student experience during debriefing will hopefully lead to improved experiences for nursing students, resulting in increased student learning during debriefing.
Burns, N., & Grove, S. K. (2009). The Practice of Nursing Research (9th Ed). Philadelphia: Elsevier.
Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making Sense of Factor Analysis. Thousand Oaks: Sage Publications, Inc.
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