Differences in debriefing practices in nursing education: Instructor-led and peer-led

Abstract

This poster provides a description of the differences in student learning outcomes between peer-led debriefing and instructor-led debriefing following simulation activities with undergraduate nursing students. The Debriefing Assessment for Simulation in Healthcare (DASH) tool was utilized to examine the differences in debriefing techniques.

Authors

Jessica L. Bower

Author Details

Jessica L. Bower, School of Health Sciences, Nursing Education Department, Pennsylvania College of Technology, Williamsport, Pennsylvania, USA

Sigma Membership

Theta Zeta

Lead Author Affiliation

Pennsylvania College of Technology, Williamsport, Pennsylvania, USA

Type

Poster

Format Type

Text-based Document

Research Approach

N/A

Keywords:

Debriefing, Learning, Simulation

Recommended Citation

Bower, Jessica L., "Differences in debriefing practices in nursing education: Instructor-led and peer-led" (2018). NERC (Nursing Education Research Conference). 119.
https://www.sigmarepository.org/nerc/2018/posters_2018/119

Conference Name

Nursing Education Research Conference 2018

Conference Host

Sigma Theta Tau International,National League for Nursing

Conference Location

Washington, DC, USA

Conference Year

2018

Rights Holder

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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

Abstract Review Only: Reviewed by Event Host

Acquisition

Proxy-submission