Examining the Impact of Structured, Reflective Prebriefing on Student Performance During Simulation.
| Autor: | Watts SO; About the Authors The authors are faculty at the Auburn University College of Nursing, Auburn, Alabama. Sarah O. Watts, PhD, RN, is an assistant professor. Amy Curtis, PhD, RN, CHSE, is an assistant clinical professor. Katilya S. Ware, PhD, RN, is an assistant professor. Tiffani Chidume, DNP, RN, CHSOS, CHSE, is an associate clinical professor. Meghan C. Jones, MSN, RN, CHSE-A, is an associate clinical professor. This work was supported in part by the Biggio Center for the Enhancement of Teaching and Learning, Auburn University. For more information, contact Dr. Watts at sow0002@auburn.edu., Curtis A, Ware KS, Chidume T, Jones MC |
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| Jazyk: | angličtina |
| Zdroj: | Nursing education perspectives [Nurs Educ Perspect] 2022 Nov-Dec 01; Vol. 43 (6), pp. E115-E117. Date of Electronic Publication: 2022 Sep 03. |
| DOI: | 10.1097/01.NEP.0000000000001041 |
| Abstrakt: | Abstract: Little is known about the impact of prebriefing on students' experiences of learning with simulation. This mixed-methods study evaluated the impact of prebriefing activities on nursing students' satisfaction, confidence, and performance of nursing skills during a simulation. Findings revealed students who experienced a structured, more robust prebriefing had improved performance during the simulation and reported higher levels of confidence and satisfaction in learning compared to a group that experienced a standard prebriefing. Findings are significant to the profession, they support the incorporation of structured, reflective prebriefing activities in simulation-based experiences. Competing Interests: The authors have declared no conflict of interest. (Copyright © 2022 National League for Nursing.) |
| Databáze: | MEDLINE |
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