Author Of 1 Presentation
EFFECT OF TWO DIFFERENT DEBRIEFING METHODS APPLIED DURING SIMULATION-BASED EDUCATION ON STUDENT SATISFACTION AND SELF-CONFIDENCE IN LEARNING
Abstract
Background
Debriefing session, which is one of the simulation practice stages, is an important step to maximize the information and to make a behavior change possible both individually and systematically.
Objectives
In this study, it was aimed to determine the effect of two different debriefing methods applied to the nursing students who received the neonatal intensive care course, during the simulation based education on the student satisfaction and self-confidence in learning.
Methods
This study was designed as a quasi-experimental study and designed as a two-period, two-treatment cross-over design. In the research, participants were randomly divided into two groups as A and B. Simulation practices “Nutrition for Risky Newborns” and “Hyperbilirubinemia in Newborn” were performed. PEARLS method was used during the debriefing session. Two different debriefing methods (video assisted debriefing and debriefing using only facilitator without video) were applied to groups. The data were obtained by using the Student Satisfaction and Self-Confidence in Learning Scale (SCLS), pre- post test and checklists.
Results
Total average score of the students for the SCLS is 54.51 ± 5.27. There was no statistically significant difference between the total scores of the students for the SCLS, pre-test and post-test, and the level of increase in the post-test as compared to the pre-test (p>0,05). The Cronbach's alpha internal consistency coefficient for the scale was determined as 0.929.
Conclusion
It is concluded that the use of a video assisted debriefing and debriefing using only facilitator without video in the Simulation Based Neonatal Intensive Care Nursing Education has not an effect on the SCLS.
Presenter of 1 Presentation
EFFECT OF TWO DIFFERENT DEBRIEFING METHODS APPLIED DURING SIMULATION-BASED EDUCATION ON STUDENT SATISFACTION AND SELF-CONFIDENCE IN LEARNING
Abstract
Background
Debriefing session, which is one of the simulation practice stages, is an important step to maximize the information and to make a behavior change possible both individually and systematically.
Objectives
In this study, it was aimed to determine the effect of two different debriefing methods applied to the nursing students who received the neonatal intensive care course, during the simulation based education on the student satisfaction and self-confidence in learning.
Methods
This study was designed as a quasi-experimental study and designed as a two-period, two-treatment cross-over design. In the research, participants were randomly divided into two groups as A and B. Simulation practices “Nutrition for Risky Newborns” and “Hyperbilirubinemia in Newborn” were performed. PEARLS method was used during the debriefing session. Two different debriefing methods (video assisted debriefing and debriefing using only facilitator without video) were applied to groups. The data were obtained by using the Student Satisfaction and Self-Confidence in Learning Scale (SCLS), pre- post test and checklists.
Results
Total average score of the students for the SCLS is 54.51 ± 5.27. There was no statistically significant difference between the total scores of the students for the SCLS, pre-test and post-test, and the level of increase in the post-test as compared to the pre-test (p>0,05). The Cronbach's alpha internal consistency coefficient for the scale was determined as 0.929.
Conclusion
It is concluded that the use of a video assisted debriefing and debriefing using only facilitator without video in the Simulation Based Neonatal Intensive Care Nursing Education has not an effect on the SCLS.