Abstract
The purpose of this presentation is to share outcomes of an exploration of learning transfer after simulation among 256 undergraduate final year nursing students. A novel debriefing intervention was used. Debriefing questions were based specifically on 'near and far' learning transfer theory principles.
Sigma Membership
Theta at-Large
Lead Author Affiliation
Queensland University of Technology, Brisbane, Queensland, Australia
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Nurse Educators, Simulation, Undergraduate Nursing Students
Recommended Citation
Johnston, Sandra E.; Coyer, Fiona; and Nash, Robyn E., "Building a 'bridge' to link simulation to practicum: Mixed methods exploration of learning transfer" (2020). NERC (Nursing Education Research Conference). 168.
https://www.sigmarepository.org/nerc/2020/presentations_2020/168
Conference Name
Nursing Education Research Conference 2020
Conference Host
Sigma Theta Tau International,National League for Nursing
Conference Location
Washington, DC, USA
Conference Year
2020
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
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Building a 'bridge' to link simulation to practicum: Mixed methods exploration of learning transfer
Washington, DC, USA
The purpose of this presentation is to share outcomes of an exploration of learning transfer after simulation among 256 undergraduate final year nursing students. A novel debriefing intervention was used. Debriefing questions were based specifically on 'near and far' learning transfer theory principles.