Undergraduate Senior Nursing Students' Perceptions of Beneficial Prebriefing Practices.
| Autor: | Lebo, Chelsea R. |
|---|---|
| Předmět: |
PSYCHOLOGY of college students
SUCCESS SCHOOL environment QUALITATIVE research INTERVIEWING CONTENT analysis CONFIDENCE JUDGMENT sampling ANXIETY EXPERIENCE STUDENTS SIMULATION methods in education THEMATIC analysis MOTIVATION (Psychology) RESEARCH methodology ACADEMIC achievement BACCALAUREATE nursing education STUDENT attitudes LEARNING strategies NURSING students STUDENT assignments |
| Zdroj: | Journal of Nursing Education; Oct2024, Vol. 63 Issue 10, p693-697, 5p |
| Abstrakt: | Background: Examining nursing students' perceptions of prebriefing and what components are most effective in preparation for simulation may help standardize prebriefing and enhance learning experiences. Method: This qualitative descriptive study explored the perceptions of prebriefing, prework assignments, and what methods of prebriefing increased self-confidence when undergraduate nursing students participated in simulation. An inductive approach to content analysis was used to interpret the data. Results: Two themes that emerged from the data were preparation is essential to simulation success and preparation is essential to future success. Additionally, five subthemes were identified: understanding content in advance, logistical clarity, well-prepared students are invested, increased self-confidence, and pride in education and learning. Conclusion: Prebriefing is essential to simulation and undergraduate nursing student success. Although prebriefing practices vary between educators, undergraduate nursing students valued prework and expressed a preference for written assignments. Overall, students perceived prework as increasing their self-confidence during simulation. [J Nurs Educ. 2024;63(10):693–697.] [ABSTRACT FROM AUTHOR] |
| Databáze: | Complementary Index |
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