Abstract
This quasi-experimental quantitative study intended to determine whether a style of debriefing (group discussion debriefing or group concept mapping debriefing) was related to increasing learning experience satisfaction in practical nursing students. The target population was a convenience sample of 34 students with 17 randomly selected to each group. Students observed a 20-minute video where standardized patient actors role-played a clinical interaction between Registered Practical Nurses and a medical-surgical patient. The video was followed by a traditional group discussion debrief by an experienced facilitator for the control group and a group debrief using Concept Maps by another experience facilitator for the experimental group. Students in each group completed the Debriefing Experience Scale by Dr. Shelly Reed. Statistical analysis suggested that students in the experimental group experienced an increase in the analysis of thoughts, feelings, and critical thinking connections of clinical concepts. Additionally, the experimental group encountered a more positive debriefing experience perceived as enhancement of their overall learning of the care for the medical-surgical patient. This study informed the practice of debriefing in a clinical course where students receive instruction in medication administration. Moreover, results from this study encouraged the use of Concept Mapping to help students think critically in clinical practice settings. By the end of this concurrent session, the audience will be able to describe the benefits and applications of Concept Mapping as a clinical teaching strategy. Consequently, the audience will be able to explain ways of assessing diverse learning needs using concept map debriefing. Finally, the audience will be able to appraise the outcomes of this study as viable strategies that support the cognitive and psychomotor successes of practical nursing students in clinical placement settings
Sigma Membership
Lambda Pi at-Large
Lead Author Affiliation
Niagara College Canada, Welland, Ontario, Canada
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Simulation, Debriefing, Concept Mapping, Critical Thinking, Clinical Concepts
Recommended Citation
Odreman, Holldrid and Clyens, Dawn, "Using debriefing styles and concept mapping as strategies for teaching & assessment of nursing students" (2020). General Submissions: Presenations (Oral and Poster). 57.
https://www.sigmarepository.org/gen_sub_presentations/2018/presentations/57
Conference Name
Sigma European Region Annual Conference
Conference Host
European Region - Sigma
Conference Location
Cambridge, United Kingdom
Conference Year
2018
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Rights Holder
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All permission requests should be directed accordingly and not to the Sigma Repository.
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Self-submission
Using debriefing styles and concept mapping as strategies for teaching & assessment of nursing students
Cambridge, United Kingdom
This quasi-experimental quantitative study intended to determine whether a style of debriefing (group discussion debriefing or group concept mapping debriefing) was related to increasing learning experience satisfaction in practical nursing students. The target population was a convenience sample of 34 students with 17 randomly selected to each group. Students observed a 20-minute video where standardized patient actors role-played a clinical interaction between Registered Practical Nurses and a medical-surgical patient. The video was followed by a traditional group discussion debrief by an experienced facilitator for the control group and a group debrief using Concept Maps by another experience facilitator for the experimental group. Students in each group completed the Debriefing Experience Scale by Dr. Shelly Reed. Statistical analysis suggested that students in the experimental group experienced an increase in the analysis of thoughts, feelings, and critical thinking connections of clinical concepts. Additionally, the experimental group encountered a more positive debriefing experience perceived as enhancement of their overall learning of the care for the medical-surgical patient. This study informed the practice of debriefing in a clinical course where students receive instruction in medication administration. Moreover, results from this study encouraged the use of Concept Mapping to help students think critically in clinical practice settings. By the end of this concurrent session, the audience will be able to describe the benefits and applications of Concept Mapping as a clinical teaching strategy. Consequently, the audience will be able to explain ways of assessing diverse learning needs using concept map debriefing. Finally, the audience will be able to appraise the outcomes of this study as viable strategies that support the cognitive and psychomotor successes of practical nursing students in clinical placement settings