Debriefing after Human Patient Simulation and Nursing Students' Learning

Autor/in	Benhuri, Gloria
Titel	Debriefing after Human Patient Simulation and Nursing Students' Learning
Quelle	(2014), (184 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-9101-7
Schlagwörter	Hochschulschrift; Dissertation; Patients; Nurses; Simulation; Educational Experience; Scores; Pretests Posttests; Feedback (Response); Statistical Analysis; Intervention; Clinical Experience; Hospitals; Heart Disorders; Quasiexperimental Design; Surgery; Nursing Education; Knowledge Level; Nursing Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Patient; Simulation program; Simulationsprogramm; Bildungserfahrung; Statistische Analyse; Krankengymnast; Krankenhaus; Herzkrankheit; Chirurgie; Pflegepädagogik; Wissensbasis
Abstract	Human Patient Simulation (HPS) exercises with life-like computerized manikins provide clinical experiences for nursing students in a safe environment followed by debriefing that promotes learning. Quantitative research in techniques to support learning from debriefing is limited. The purpose of the quantitative quasi-experimental study using a pretest and posttest was to learn if an intervention (basic clinical post-conference debriefing or a reflective debriefing) after HPS would increase learning in a sample of 71 students in a first semester Medical-Surgical Nursing course. The question of interest that guided the study was is there a difference in congestive heart failure knowledge test scores between nursing students provided with a basic clinical post-conference feedback debriefing (PC) and students provided guided reflective debriefing (RD) after HPS using the pretest as a covariate? Six related questions considered the potential influence of age groups, academic background, prior hospital experience, prior congestive heart failure patient experience, prior educational experience, and repeating the course. Findings from analysis of data using ANCOVA indicated that there was no significant difference in scores across the groups (debriefing types). The result was failure to reject the null hypothesis for the main research question and the additional six questions. The findings suggest a need for further research in debriefing techniques to help educators in providing appropriate HPS debriefing to increase learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01