Abstract

Increases in patient acuity and comorbidities in acute care settings require students to possess a greater depth and breadth of knowledge compared to decades ago. Additionally, there is an urgency to adapt nursing education to meet current healthcare trends. Simulation is a pedagogical strategy to enhance critical thinking and clinical decision-making in nursing education. Simulation scenarios are a psychologically safe environment where nursing students may practice patient care and learn from their mistakes (Rudolph et al., 2014). The debriefing following the simulation scenario provides opportunities for self-reflection on actions taken during the simulation scenario. Currently, five debriefing methods support students' self-reflection: Debriefing for Meaningful Learning, Debriefing with Good Judgement, Plus/Delta, Promoting Excellence and Reflective Learning in Simulation (PEARLS), and Gather, Analyze, and Summarize (GAS), sometimes referred to as Structured and Supported. However, students struggle to make connections between nursing concepts and direct patient care. The purpose of this study was to determine if the implementation of the Concept-Based Debriefing (CBD) method after a simulation scenario increases nursing students' ability to master nursing concepts. The research compared scores from a posttest after participation in a CBD method to scores on a posttest after participation in a GAS debriefing method to determine if CBD increases students' nursing concept mastery. The findings showed that CBD leads to the same level of nursing concept mastery as GAS debriefing in this research setting and provides an additional debriefing method for concept-based curricula in nursing programs.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 29213646; ProQuest document ID: 2702499642. The author still retains copyright.

Author Details

Crystel L. Farina, PhD, RN, CNE, CHSE

Sigma Membership

Phi Epsilon

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Other

Research Approach

Other

Keywords:

Simulation, Nursing Education, Patient Care

Advisor

Katherine Wisser

Second Advisor

Maureen Thorton

Third Advisor

Mark Fenster

Degree

PhD

Degree Grantor

Notre Dame of Maryland University

Degree Year

2022

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

2024-05-21

Full Text of Presentation

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