The Effects of a Deliberate Practice Debriefing During a Response to Rescue Patient Simulation With Undergraduate Nursing Students.
| Autor: | Aronson B; About the Authors Barbara Aronson, PhD, RN, CNE, is professor and coordinator, EdD in Nursing Education, Southern Connecticut State University Department of Nursing, New Haven, Connecticut. Arleigh Bell, MN, MAED, RN, is a lecturer, School of Nursing, Thompson Rivers University, Kamloops, British Columbia, Canada. Tia Andrighetti, DNP, APRN, CNM, CHSE, is an associate professor, Frontier Nursing University, Versailles, Kentucky. Mary Meyer, PhD, APRN, is a clinical associate professor, School of Nursing and Health Studies, University of Missouri, Kansas City, Missouri. Karen Shepherd, MSN, RN, CHSE, is an associate professor, College of the Ozarks Armstrong McDonald School of Nursing, Point Lookout, Missouri. Deborah Bambini, PhD, WHNP-BC, CNE, CHSE, ANEF, is an associate professor, Grand Valley State University, Allendale, Michigan. This study was supported by the Kwantlen Polytechnic University Innovation and Technology Research Fund and an INACSL Debra Spunt Research Grant. For more information, contact Dr. Aronson at aronsonb1@southernct.edu., Bell A, Andrighetti T, Meyer M, Shepherd K, Bambini D |
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| Jazyk: | angličtina |
| Zdroj: | Nursing education perspectives [Nurs Educ Perspect] 2021 Jul-Aug 01; Vol. 42 (4), pp. 235-237. |
| DOI: | 10.1097/01.NEP.0000000000000720 |
| Abstrakt: | Abstract: The purpose of this multisite, randomized, pretest/posttest quasi-experimental study was to compare student nurse competency, learning retention, and perceived student support after exposure to a deliberate practice debriefing versus standardized debriefing. Fifty undergraduate students participated in the complex response to rescue simulation. The intervention group had significantly higher total mean and three subscale scores on the competency tool than the comparison group, although differences in learning retention and student support were not significant. This study provides preliminary support for the effectiveness of deliberate practice debriefing to enhance students' mastery of skills and behaviors in complex simulations. Competing Interests: The authors have declared no conflict of interest. (Copyright © 2020 National League for Nursing.) |
| Databáze: | MEDLINE |
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