Evaluating Learning with Simulation and Debriefing: Tools and Measurement

2.50
Hdl Handle:
http://hdl.handle.net/10755/316861
Category:
Abstract
Type:
Presentation
Title:
Evaluating Learning with Simulation and Debriefing: Tools and Measurement
Author(s):
Neal, Diana Odland
Lead Author STTI Affiliation:
Chi-at-Large
Author Details:
Diana Odland Neal, PhD, RN, email: neal@stolaf.edu
Abstract:

Session presented on: Saturday, April 5, 2014

Novice nurses begin their practice using rule-governed behavior to solve problems and thus are acontextual in their thinking. The overall purpose of this multi-site pilot study was to implement a debriefing strategy to determine its impact on clinical reasoning skills with undergraduate nursing students across four different colleges of nursing.  This study replicates Dreifuerst’s original study using a reflective debriefing model to enhance clinical reasoning.  This presentation will provide an overview of 1) the standardized geriatric nursing simulation using the National League for Nursing’s (NLN) Advancing Care Excellence for Seniors (ACES) Millie Larsen geriatric simulation scenario; 2) the Debriefing for Meaningful Learning© (DML) method;  and 3) the Health Sciences Reasoning Test (HSRT) used to evaluate clinical reasoning and Debriefing Assessment for Simulation in Healthcare (DASH) Student Version© used to evaluate the debriefing methodology.  Educators in attendance will have an opportunity to discuss the simulation strategy, debriefing method, and clinical reasoning evaluation tool following an observation of a simulation scenario used in the multi-site study.
Keywords:
Evaluation; Research; Simulation
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleEvaluating Learning with Simulation and Debriefing: Tools and Measurementen_GB
dc.contributor.authorNeal, Diana Odlanden_GB
dc.contributor.departmentChi-at-Largeen_GB
dc.author.detailsDiana Odland Neal, PhD, RN, email: neal@stolaf.eduen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316861-
dc.description.abstract<p>Session presented on: Saturday, April 5, 2014</p>Novice nurses begin their practice using rule-governed behavior to solve problems and thus are acontextual in their thinking. The overall purpose of this multi-site pilot study was to implement a debriefing strategy to determine its impact on clinical reasoning skills with undergraduate nursing students across four different colleges of nursing.  This study replicates Dreifuerst’s original study using a reflective debriefing model to enhance clinical reasoning.  This presentation will provide an overview of 1) the standardized geriatric nursing simulation using the National League for Nursing’s (NLN) Advancing Care Excellence for Seniors (ACES) Millie Larsen geriatric simulation scenario; 2) the Debriefing for Meaningful Learning© (DML) method;  and 3) the Health Sciences Reasoning Test (HSRT) used to evaluate clinical reasoning and Debriefing Assessment for Simulation in Healthcare (<em>DASH</em>) Student Version© used to evaluate the debriefing methodology.  Educators in attendance will have an opportunity to discuss the simulation strategy, debriefing method, and clinical reasoning evaluation tool following an observation of a simulation scenario used in the multi-site study.en_GB
dc.subjectEvaluationen_GB
dc.subjectResearchen_GB
dc.subjectSimulationen_GB
dc.date.available2014-05-13T16:44:11Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:44:11Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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