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A randomized control study comparing outcomes in student nurses who utilize video during simulation debriefing as compared to those who utilize traditional debriefing
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Dusaj, Tresa Kaur. A randomized control study comparing outcomes in student nurses who utilize video during simulation debriefing as compared to those who utilize traditional debriefing. Retrieved from https://doi.org/doi:10.7282/T3959FNX

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TitleA randomized control study comparing outcomes in student nurses who utilize video during simulation debriefing as compared to those who utilize traditional debriefing
NameDusaj, Tresa Kaur (author); Scoloveno, Mary Ann (chair); Eller, Lucille (internal member); mahat, ganga (internal member); Rizzolo, Mary Anne (outside member); Rutgers University; Graduate School - Newark
Date Created2014
Other Date2014-01 (degree)
SubjectNursing, Nursing--Study and teaching--Audio-visual aids, Nursing
Extentx, 91 p. : ill.
DescriptionClinical placement sites for nursing students have become limited around the country. An alternative teaching strategy must be employed to allow for students to gain valuable knowledge and skills. High fidelity human patient simulation is one such strategy that allows students to safely practice nursing interventions in a controlled environment using a scenario. Students participate in groups and may be video recorded for replay during the debriefing session, the most essential learning element of the simulation session. Students watching a video recording of their participation in the scenario allow them to reflect on their own actions to identify their own strengths and weaknesses. The research question for this study was the following: what are the effects of video assisted debriefing as compared to traditional oral debriefing on student outcomes (clinical judgment, self-confidence, learner satisfaction scores with simulation and learner satisfaction scores with the simulation facilitator) of associate degree nursing students in their second year of nursing school? A randomized control design was employed to test the research question using a sample of 74 students. Students were randomized into either a video assisted debriefing group and an oral assisted debriefing group. The debriefing sessions were structured for each group with the only difference being the video assisted debriefing group watched the recording of their videotaped simulation session. Results included higher self-reported clinical judgment, learner satisfaction scores with the simulation, and learner satisfaction with the debriefing facilitator. Findings from this study support the use of video assisted debriefing as compared to traditional oral assisted debriefing after a simulation session. Debriefing should be a highly structured part of simulation allowing for students to learn and develop important cognitive and behavioral skills. Video debriefing is an important component of simulation that allows for improved student outcomes.
NotePh.D.
NoteIncludes bibliographical references
NoteIncludes vita
Noteby Tresa Kaur Dusaj
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3959FNX
Languageeng
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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