Abstract

Simulation-based education is a teaching method used successfully in military, aviation, and medical education; however, the evidence rarely indicates how debriefing affects the learners' experiences. Debriefing is an essential component of simulation-based education that fosters conceptual learning, critical thinking, and clinical reasoning. The purpose of this study was to compare the effects of two different debriefing methods on nurses' perceptions of psychological safety, satisfaction with development of clinical reasoning skills, and satisfaction with learning.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 10634025; ProQuest document ID: 1970496271. The author still retains copyright.

Author Details

Lori A. Persico, PhD, CHSE, RN

Sigma Membership

Non-member

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Quasi-Experimental Study, Other

Research Approach

Posttest Study

Keywords:

Psychological Safety, Simulation Learning, Learning Experience, Nursing Education

Advisor

Ann Marie Paraszczuk

Second Advisor

Victoria Siegel

Third Advisor

Michael Cassara

Degree

PhD

Degree Grantor

Molloy College

Degree Year

2017

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

2021-12-22

Full Text of Presentation

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