Date of Award

12-2013

Degree Type

Thesis

Degree Name

Master of Science in Nursing (MSN)

First Advisor

S. Kim Genovese

Abstract

The experiential learning process is a key concept in gaining and analyzing knowledge, which involves participation in those experiences. In nursing education, these experiences can occur through high-fidelity simulation. The most important component of this learning process is the post-experience critical analysis or debriefing. During the debriefing phase, students must reflect upon the experiences, identify key points, and discuss the main concern related to patient care. The debriefing phase helps students to be able to develop and refine knowledge and experiences. Methods of debriefing include verbal feedback or video-assisted verbal discussion that allows students to reflect and discuss on what occurred during simulation scenarios, which always are guided by a clinical nurse educator. Debriefing should immediately follow the simulation exercise to help the students in assessing their performance and experience.
The purpose of this study is to compare the effectiveness of verbal debriefing versus video-assisted verbal debriefing on students’ learning experiences and the importance of those experiences to the student. The research question posed for this study is, “Do students learn and gain more experience with video-assisted verbal debriefing as compared to traditional verbal debriefing?” Kolb’s experiential learning theory (ELT) was used to guide this research study. A convenience sample of 64 students was recruited from a private university in northwest Indiana who were enrolled in a junior-level medical-surgical nursing course (NUR 354) during the fall semester 2013. The findings of this study may demonstrate which debriefing technique best facilitates learning for an undergraduate nursing student population and could impact clinical practice in the future.

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