Impact of debriefing sessions following viewing of ...
Object Details
View
Title Information
Impact of debriefing sessions following viewing of recorded high fidelity simulation scenarios on knowledge acquisition, self-confidence, and satisfaction: a quasi-experimental study
Impact of debriefing sessions following viewing of recorded high fidelity simulation scenarios on knowledge acquisition, self-confidence, and satisfaction: a quasi-experimental study
Name:Personal
Zulkosky, Kristen D. Role :Text(marcrelator)
creator
Zulkosky, Kristen D. Role :Text(marcrelator)
creator
Name:Personal
Leners, Debra Role :Text(marcrelator)
thesis advisor
Leners, Debra Role :Text(marcrelator)
thesis advisor
Name:Personal
Merrill, Alison Role :Text(marcrelator)
thesis advisor
Merrill, Alison Role :Text(marcrelator)
thesis advisor
Name:Personal
Hanberg, Allen Role :Text
committee member
Hanberg, Allen Role :Text
committee member
Name:Personal
Houser, Janet Role :Text
committee member
Houser, Janet Role :Text
committee member
Name:Corporate
Nursing Role :Text(marcrelator)
sponsor
Nursing Role :Text(marcrelator)
sponsor
Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor
University of Northern Colorado Role :Text(marcrelator)
degree grantor
typeOfResource
text genre(marcgt)
Thesis
Origin Information
Place
University of Northern Colorado (keyDate="yes")
Place :Text
Greeley (Colo.)
2010-05
2010-05
University of Northern Colorado (keyDate="yes")
Place :Text
Greeley (Colo.)
2010-05
2010-05
Language
:Text
English
English
Physical Description
231 pages
born digital
231 pages
born digital
abstract
The role of the nurse educator is complex and it is imperative that educators design pertinent learning activities including implementation of innovative teaching strategies while using the latest pedagogical techniques, and evaluating that learning occurred. This study utilized a quantitative, quasi-experimental, comparison group, crossover design and compared teaching strategies using simulation in the classroom. The purpose of the study was to determine if fourth semester Associate of Science in Nursing students who participated in debriefing sessions after watching recorded high-fidelity simulation scenarios in a nursing class obtained higher examination scores than those who received the same content through traditional lecture format with case studies. The participants also reported their satisfaction with the teaching methods used in the classroom and their feelings of self-confidence in learning the new material. The study sample included 63 participants in two different groups for the first portion of the study and 50 participants for the second portion. After analyzing the descriptive data, there were no significant differences identified between the two study groups. Each of the three hypotheses was tested on two different occasions through the crossover design of the study. Results revealed a significant higher cardiac examination score for the group of participants who received the lecture and case studies for the cardiac content. However, there were no significant differences on the exam scores of hypoperfusion content when comparing the two groups. Both groups of participants reported a significantly higher satisfaction and self-confidence score with the lecture and case study teaching strategy. This study utilized an active teaching strategy for a group of participants who were accustomed to a lecture format classroom and they continued to prefer that type of teaching strategy. Perhaps a few changes to the simulation experience would change the students' perceptions. Further research needs to be conducted to assess outcomes with using simulation in the classroom to evaluate its worth to nursing education. note
[Released from 6-month embargo]
Related Item
:series
Related Item
:thesis(displayLabel="Degree Type")
Ph.D.
Ph.D.
Related Item
:thesis(displayLabel="Degree Name")
doctoral
doctoral
identifier:Local
Zulkosky_unco_0161N_10030.pdf
Location
(usage="primary display")
http://hdl.handle.net/10176/cogru:318
http://hdl.handle.net/10176/cogru:318
accessCondition:useAndReproduction
Copyright is held by the author.
Record Information
languageOfCataloging
:Text(ISO639-2B)
English :Code(ISO639-2B)
eng
English :Code(ISO639-2B)
eng
note:admin
note:bibliography
note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject
Subject
Subject
Name:Personal
Subject
Name:Corporate
Subject
accessCondition:restrictionOnAccess
Title Information:Alternative
Subject
Debriefing
Debriefing
Subject
Nursing
Nursing
Subject
Health Sciences
Health Sciences
Subject
Knowledge Acquisition
Knowledge Acquisition
Subject
Teaching Strategies
Teaching Strategies
Subject
Classroom Simulation
Classroom Simulation
Subject
Student Satisfaction
Student Satisfaction
Subject
Educational Technologies
Educational Technologies
Subject
Educational Tests and Measures
Educational Tests and Measures
Subject
Student Confidence
Student Confidence