Debriefing after simulation scenarios in undergraduate nursing education: the New Zealand experience
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Other Title
Authors
Knowler, Andrea
Author ORCID Profiles (clickable)
Degree
Master of Nursing
Grantor
Eastern Institute of Technology
Date
2014
Supervisors
Marshall, Bob
Harvey, Clare
Harvey, Clare
Type
Masters Thesis
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
New Zealand
nurse educators
nursing education
simulation teaching
simulation scenarios
debriefing
perspectives
surveys
nurse educators
nursing education
simulation teaching
simulation scenarios
debriefing
perspectives
surveys
ANZSRC Field of Research Code (2020)
Citation
Knowler, A. M. (2014). Debriefing after simulation scenarios in undergraduate nursing education: The New Zealand experience. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Nursing). Eastern Institute of Technology (EIT), New Zealand.
Abstract
BACKGROUND
Simulation technology has advanced over the past fifty years to where it is today - embedded in the health care industry for the purpose of recognising and managing risks to patient safety. Originally stemming from the aviation industry, simulation has been developed for health professional education to allow low to high fidelity representations of clinical situations that are aimed at increasing the knowledge, skills and attitudes of students. For this study, the focus is on nurses. With this comes the need to reflect and review the experience both from a student’s and a teacher’s perspective.
AIM OF THE RESEARCH
This research has sought to understand the design characteristic known as “debriefing” that follows any simulation teaching, and how it is applied in nursing education practice in New Zealand (NZ). Investigation of adult learning theory assists in understanding the key elements required when teaching nursing students. The debriefing session is explored in the context of clinical simulation scenarios where the educator and student come together for a shared understanding of the experience. The analysis uses frameworks to examine and discuss educational best practice. This approach focused on supporting teaching practice by assisting in informing and contributing to the development of educational standards for simulation debriefing in nursing education in NZ.
METHODOLOGY
For this study, a quantitative descriptive approach was used to gain the perspective of nurse educators on the use of debriefing simulation scenarios in the Bachelor of Nursing (BN) degree. A survey was sent to the 16 educational institutions that offer the BN degree in NZ. A total of 38 surveys were sent with 18 responses returned. Data was analysed statistically and descriptively, with emerging themes being examined individually.
FINDINGS
Two themes that described simulation use and debriefing frameworks in undergraduate nursing education emerged from the data. The findings described an inconsistent approach to the way simulation and debriefing are approached in NZ nursing education. The reasons for this are related to curriculum differences, different teaching models and differing levels of support for staffing and implementing simulation laboratories in each institution.
RECOMMENDATIONS
Further research is required to address the gaps in NZ literature, and this thesis will support the development of simulation processes in NZ nursing education.
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