Abstract

Debriefing, the reflective activity following an experiential learning exercise, has been identified as the most important part of simulation learning and is also important for learning in other activities utilized in nursing education. There is general agreement that debriefing provides learning and improves performance. However, there is little specific evidence about the phenomenon of learning acquired during debriefing, including how it occurs, how it is defined and identified, and how it is evaluated by debriefing facilitators. In addition, there are no instruments or tools specifically measuring learning acquired during debriefing. Without practical and theoretically grounded tools, simulation activities will continue to lack the element of objective assessment necessary to move evidence-based teaching practices forward. A measure of learning acquired during debriefing, independent of a specific debriefing method and across debriefing types, will aid in the design of future simulation debriefing research that is both rigorous and feasible.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10147465; ProQuest document ID: 1812326487. The author still retains copyright.

Author Details

Shelly J. Reed, PhD, DNP, APRN, CNM, CNE

Sigma Membership

Iota Iota

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Descriptive/Correlational

Research Approach

Qualitative Research

Keywords:

Nursing Students, Simulation, Experimental Learning Exercises, Reflective Activities

Advisor

Nancy Menzel

Second Advisor

Michele Clark

Third Advisor

Jessica Doolen

Fourth Advisor

Ramona Denby

Degree

PhD

Degree Grantor

University of Nevada, Las Vegas

Degree Year

2016

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2023-11-14

Full Text of Presentation

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