Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing versus Oral Debriefing following High-Fidelity Human Simulation

2015 ◽  
Vol 6 (2) ◽  
pp. 40-49 ◽  
Author(s):  
Colleen Royle ◽  
Kathleen Hargiss
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Statistical Significance ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Innovative Teaching ◽  
First Semester ◽  
Video Assisted ◽  
Quasi Experimental ◽  
Human Simulation

High-Fidelity Human Simulation (HFHS) is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. The main focus of debriefing is to stimulate reflection and encourage communication while exploring the emotions of the participants. These emotions assist in framing the experience that aids in enhancement of learning for the student. This quantitative, quasi-experimental study explored the comparison of two debriefing processes, video-assisted and oral, by assessing the students' opinion of the debriefing experience and the students' rating of the importance of the debriefing experience. Participants were first semester baccalaureate nursing students. The overall finding and the four subscales for both dependent variables showed no statistical significance. This article provides further evidence to guide educators to a preferred method of debriefing students after a simulated experience.

Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing vs. Oral Debriefing Following High-Fidelity Human Simulation

2021 ◽  
pp. 53-62
Author(s):  
Colleen Royle ◽  
Kathleen Hargiss
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Statistical Significance ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Innovative Teaching ◽  
First Semester ◽  
Video Assisted ◽  
Quasi Experimental ◽  
Human Simulation

High-Fidelity Human Simulation (HFHS) is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. The main focus of debriefing is to stimulate reflection and encourage communication while exploring the emotions of the participants. These emotions assist in framing the experience that aids in enhancement of learning for the student. This quantitative, quasi-experimental study explored the comparison of two debriefing processes, video-assisted and oral, by assessing the students' opinion of the debriefing experience and the students' rating of the importance of the debriefing experience. Participants were first semester baccalaureate nursing students. The overall finding and the four subscales for both dependent variables showed no statistical significance. This article provides further evidence to guide educators to a preferred method of debriefing students after a simulated experience.

Comparison of Baccalaureate Nursing Students' Experience of Video-Assisted Debriefing vs. Oral Debriefing Following High-Fidelity Human Simulation

2018 ◽  
pp. 238-247
Author(s):  
Colleen Royle ◽  
Kathleen Hargiss
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Statistical Significance ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Innovative Teaching ◽  
First Semester ◽  
Video Assisted ◽  
Quasi Experimental ◽  
Human Simulation

High-Fidelity Human Simulation (HFHS) is used in many disciplines, including nursing, as an innovative teaching pedagogy that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. The main focus of debriefing is to stimulate reflection and encourage communication while exploring the emotions of the participants. These emotions assist in framing the experience that aids in enhancement of learning for the student. This quantitative, quasi-experimental study explored the comparison of two debriefing processes, video-assisted and oral, by assessing the students' opinion of the debriefing experience and the students' rating of the importance of the debriefing experience. Participants were first semester baccalaureate nursing students. The overall finding and the four subscales for both dependent variables showed no statistical significance. This article provides further evidence to guide educators to a preferred method of debriefing students after a simulated experience.

Identifying an Effect of Simulation Role Assignment on Critical Thinking Development in Baccalaureate Nursing Students

2016 ◽  
Vol 60 (1) ◽  
pp. 1818-1822 ◽  
Author(s):  
Dustin T. Weiler ◽  
Jason J. Saleem
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Scenario Analysis ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
High Fidelity ◽  
Role Assignment ◽  
Assessment Scores ◽  
Patient Simulators ◽  
The Relationship

With an increase in the number of nursing students and the limited number of open clinical positions, high-fidelity patient simulators (HFPS) have become the new norm. Multiple studies have evaluated HFPS effectiveness and several suggest that HFPS does has an effect on critical thinking. This study intends to provide data to support that suggestion. In addition, this study was designed to identify a possible correlation between role assignment and improvements in critical thinking after completion of a HFPS scenario. Analysis revealed that role assignment, for most of the roles, did have a statistically significant effect on the post-simulation critical thinking assessment scores. The relationship between role assignments and HFPS scenario outcomes (such as critical thinking), as well as the nature of the correlation, may help scenario developers better understand how critical thinking improvement can be affected by the involvement of the participant based on the roles assigned to them.

Predicting Baccalaureate Nursing Students' First-Semester Outcomes: HESI Admission Assessment

2013 ◽  
Vol 29 (2) ◽  
pp. S38-S42 ◽  
Author(s):  
Lynn M. Underwood ◽  
Laura L. Williams ◽  
Marilyn B. Lee ◽  
Kimberly A. Brunnert
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
First Semester ◽  
Students First

Developing teamwork skills in baccalaureate nursing students: impact of TeamSTEPPS® training and simulation

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Debbie A. Greene ◽  
Josie L. Doss
Keyword(s):  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Student Attitudes ◽  
Baccalaureate Nursing Students ◽  
Nursing Program ◽  
Student Knowledge ◽  
Post Test ◽  
Quasi Experimental ◽  
Baccalaureate Nursing Program ◽  
The Impact

Abstract Objectives Examine the impact of TeamSTEPPS® training and simulation experiences on student knowledge and teamwork attitudes in a baccalaureate-nursing program. Methods This study used a quasi-experimental, pre-test, post-test design. The intervention included a workshop followed by 2 days of simulation experiences. Participants included a total of 46 nursing students. Instruments included the TeamSTEPPS learning benchmark and the Teamwork Attitudes Questionnaire (T-TAQ). Results Scores on the learning benchmark increased following the intervention. In addition, changes in subscores of teamwork strategies, leadership, situation monitoring, and mutual support on the T-TAQ indicate an improvement in student attitudes toward teamwork. Conclusions Incorporating TeamSTEPPS® strategies into undergraduate education can be effective in increasing student knowledge and improving attitudes toward interdisciplinary teamwork.

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