7.00
Hdl Handle:
http://hdl.handle.net/10755/243400
Category:
Full-text
Type:
Presentation
Title:
Play It Again
Author(s):
Mikasa, Anita Weismantel; Cicero, Terry F.
Lead Author STTI Affiliation:
PSI
Author Details:
Mikasa, Anita Weismantel, MN, mikasaa@seattleu.edu; Cicero, Terry F., MN;
Abstract:
Title:

 

Program Track:

(1) Educational Strategies (2) Measurement Outcomes (3) Technologies that Influence Practice

Podium Presentation

Author:

Objectives: Following presentation the learner will be able to:

1. Discuss the impact of video playback during debriefing on student self evaluation.

2. Examine the challenges to implementing video playback during the debriefing process.

Purpose: The purpose of this research was to determine if the use of video recording with play back during debriefing augments student evaluation of the simulation experience and enhances their ability to identify strengths and areas for growth.  Contemporary practice at many simulation centers includes video recording of the simulation in progress.  Literature reviews recommend that the recordings be viewed during debriefing following the simulated clinical experience (SCE).  However, it has not been determined if the use of recorded simulation during debriefing provides value to students’ evaluation of their performance.

Methods: Baccalaureate nursing students enrolled in a capstone senior practicum were the convenience sample of 82 subjects for the study.  All simulations were video-recorded with students randomly assigned to one of 2 debriefing regimens: (1) Discussion Only or (2) Video Playback and Discussion.  All students completed the XXXX Evaluation Tool© prior to a faculty facilitated debriefing session. The XXXX Evaluation Tool was again completed following the debriefing session.  One qualitative item was included on the evaluation tool asking the following question: “If your self evaluation changed from pre to post debriefing, what made it change and why?”

Results:  Using a dependent samples t-test, five objectives on the Evaluation Tool were individually compared from pre to post debriefing for each study group.

Conclusion: This research provides preliminary data to support the value of video playback in student self evaluation of critical thinking skills when video recording of the simulation is viewed during debriefing as compared to discussion alone.

 

Keywords:
Nursing Education; High fidelity simulation pedagogy; Video playback impact on learning
Repository Posting Date:
12-Sep-2012
Date of Publication:
12-Sep-2012 ; 12-Sep-2012
Conference Date:
2012
Conference Name:
23rd International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Brisbane, Australia

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titlePlay It Againen
dc.contributor.authorMikasa, Anita Weismantelen
dc.contributor.authorCicero, Terry F.en
dc.contributor.departmentPSIen
dc.author.detailsMikasa, Anita Weismantel, MN, mikasaa@seattleu.edu; Cicero, Terry F., MN;en
dc.identifier.urihttp://hdl.handle.net/10755/243400-
dc.description.abstract<b>Title: </b><p><b>&nbsp;</b><p>Program Track: <p>(1) Educational Strategies (2) Measurement Outcomes (3) Technologies that Influence Practice <p>Podium Presentation <p><b>Author:</b><p><b>Objectives</b>: Following presentation the learner will be able to: <p>1. Discuss the impact of video playback during debriefing on student self evaluation. <p>2. Examine the challenges to implementing video playback during the debriefing process. <p><b><b>Purpose: </b> </b>The purpose of this research was to determine if the use of video recording with play back during debriefing augments student evaluation of the simulation experience and enhances their ability to identify strengths and areas for growth.&nbsp; Contemporary practice at many simulation centers includes video recording of the simulation in progress.&nbsp; Literature reviews recommend that the recordings be viewed during debriefing following the simulated clinical experience (SCE).&nbsp; However, it has not been determined if the use of recorded simulation during debriefing provides value to students&rsquo; evaluation of their performance. <p><b><b>Methods: </b></b> Baccalaureate nursing students enrolled in a capstone senior practicum were the convenience sample of 82 subjects for the study.&nbsp; All simulations were video-recorded with students randomly assigned to one of 2 debriefing regimens: (1) <i>Discussion Only </i>or (2) <i>Video Playback and Discussion</i>.&nbsp; All students completed the XXXX Evaluation Tool<sup>&copy;</sup> prior to a faculty facilitated debriefing session. The XXXX Evaluation Tool was again completed following the debriefing session.&nbsp; One qualitative item was included on the evaluation tool asking the following question: &ldquo;If your self evaluation changed from pre to post debriefing, what made it change and why?&rdquo; <p><b><b>Results: </b> &nbsp;</b>Using a dependent samples t-test, five objectives on the Evaluation Tool were individually compared from pre to post debriefing for each study group. <p><b><b>Conclusion: </b> </b>This research provides preliminary data to support the value of video playback in student self evaluation of critical thinking skills when video recording of the simulation is viewed during debriefing as compared to discussion alone. <p>&nbsp;en
dc.subjectNursing Educationen
dc.subjectHigh fidelity simulation pedagogyen
dc.subjectVideo playback impact on learningen
dc.date.available2012-09-12T09:21:43Z-
dc.date.issued2012-09-12-
dc.date.issued2012-09-12en
dc.date.accessioned2012-09-12T09:21:43Z-
dc.conference.date2012en
dc.conference.name23rd International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationBrisbane, Australiaen
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