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The Resource Post-Simulation Structured Debriefing on Clinical Reasoning Skills Among Associate Degree Nursing Students : A Randomized Controlled Trial, by Gena M. Coomes

Post-Simulation Structured Debriefing on Clinical Reasoning Skills Among Associate Degree Nursing Students : A Randomized Controlled Trial, by Gena M. Coomes

Creator
Author
Contributor
Summary
Background: Debriefing is considered the most important aspect of simulation. As nursing programs utilize simulation as a substitution for traditional clinical experiences, it is necessary to compare different types of debriefing and their impact to student learning. The purpose of this randomized-controlled trial was to compare the effects of a structured debriefing method, Debriefing for Meaningful Learning©, (DML), and an unstructured debriefing method following a simulation activity on clinical reasoning skills among associate degree nursing students. Methods: Participants from one Midwest associate degree nursing program were randomized to the intervention group or the attention-control group following a simulation activity. The intervention group received the DML method and the attention-control group received an unstructured debriefing. Demographics and the Nurses Clinical Reasoning Scale pretest and post-test were collected and analyzed. Results: In this study, 67 associate degree nursing students participated with 33 in the intervention group and 34 in the attention-control group. The average age of participants was 28 and 61 participants were female. On average, participants who received the DML intervention scored 0.29076 higher on the clinical reasoning post-test than the participants who received the unstructured debriefing. This was statistically significant (p=.032) between the intervention group and the attention-control group on the pre-test and post-test clinical reasoning scores. Conclusion: The results suggest that using the DML structured debriefing following a simulation activity may increase the clinical reasoning skills of associate degree nursing students. Future studies are needed utilizing multiple research sites. It is recommended to utilize an instrument that is more objective in nature and that the debriefing facilitator be evaluated on the implementation of the intervention after receiving training and prior to data collection
Language
eng
Work
Publication
Extent
1 online resource (96 pages)
Note
  • "A dissertation in Nursing."
  • Advisor: Carol Schmer
  • Vita
Contents
  • Introduction
  • Literature review
  • Methods
  • Results
  • Appendix A. Letter of support - Labette Community College
  • Appendix B. Institutional Review Board approval - UMKC
  • Appendix C. Exempt research study information sheet
  • Appendix D. Nurses Clinical Reasoning Scale- Permission email
  • Appendix E. Debriefing for meaningful learning - permission letter
  • Appendix F. Nurses Clinical Reasoning Scale - pretest
  • Appendix G. Demographic information sheet
  • Appendix H. Prebriefing simulation scenario
  • Appendix I. Nurses Clinical Reasoning Scale - post-test
Instance
Label
Post-Simulation Structured Debriefing on Clinical Reasoning Skills Among Associate Degree Nursing Students : A Randomized Controlled Trial
Title
Post-Simulation Structured Debriefing on Clinical Reasoning Skills Among Associate Degree Nursing Students
Title remainder
A Randomized Controlled Trial
Statement of responsibility
by Gena M. Coomes
Creator
Contributor
Author
Degree supervisor
Subject
Genre
Language
eng
Summary
Background: Debriefing is considered the most important aspect of simulation. As nursing programs utilize simulation as a substitution for traditional clinical experiences, it is necessary to compare different types of debriefing and their impact to student learning. The purpose of this randomized-controlled trial was to compare the effects of a structured debriefing method, Debriefing for Meaningful Learning©, (DML), and an unstructured debriefing method following a simulation activity on clinical reasoning skills among associate degree nursing students. Methods: Participants from one Midwest associate degree nursing program were randomized to the intervention group or the attention-control group following a simulation activity. The intervention group received the DML method and the attention-control group received an unstructured debriefing. Demographics and the Nurses Clinical Reasoning Scale pretest and post-test were collected and analyzed. Results: In this study, 67 associate degree nursing students participated with 33 in the intervention group and 34 in the attention-control group. The average age of participants was 28 and 61 participants were female. On average, participants who received the DML intervention scored 0.29076 higher on the clinical reasoning post-test than the participants who received the unstructured debriefing. This was statistically significant (p=.032) between the intervention group and the attention-control group on the pre-test and post-test clinical reasoning scores. Conclusion: The results suggest that using the DML structured debriefing following a simulation activity may increase the clinical reasoning skills of associate degree nursing students. Future studies are needed utilizing multiple research sites. It is recommended to utilize an instrument that is more objective in nature and that the debriefing facilitator be evaluated on the implementation of the intervention after receiving training and prior to data collection
Cataloging source
UMK
http://library.link/vocab/creatorName
Coomes, Gena M
Degree
Ph.D.
Dissertation note
(School of Nursing and Health Studies).
Dissertation year
2019.
Granting institution
University of Missouri-Kansas City,
Illustrations
illustrations
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • theses
http://library.link/vocab/relatedWorkOrContributorName
Schmer, Carol Elizabeth
http://library.link/vocab/subjectName
  • Medical logic
  • Nursing
  • Nursing students
  • Students, Nursing
  • Simulation Training
Label
Post-Simulation Structured Debriefing on Clinical Reasoning Skills Among Associate Degree Nursing Students : A Randomized Controlled Trial, by Gena M. Coomes
Instantiates
Publication
Copyright
Note
  • "A dissertation in Nursing."
  • Advisor: Carol Schmer
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 79-85)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction -- Literature review -- Methods -- Results -- Appendix A. Letter of support - Labette Community College -- Appendix B. Institutional Review Board approval - UMKC -- Appendix C. Exempt research study information sheet -- Appendix D. Nurses Clinical Reasoning Scale- Permission email -- Appendix E. Debriefing for meaningful learning - permission letter -- Appendix F. Nurses Clinical Reasoning Scale - pretest -- Appendix G. Demographic information sheet -- Appendix H. Prebriefing simulation scenario -- Appendix I. Nurses Clinical Reasoning Scale - post-test
Control code
1103710246
Dimensions
unknown
Extent
1 online resource (96 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations.
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)1103710246
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web
Label
Post-Simulation Structured Debriefing on Clinical Reasoning Skills Among Associate Degree Nursing Students : A Randomized Controlled Trial, by Gena M. Coomes
Publication
Copyright
Note
  • "A dissertation in Nursing."
  • Advisor: Carol Schmer
  • Vita
Antecedent source
not applicable
Bibliography note
Includes bibliographical references (pages 79-85)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
black and white
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction -- Literature review -- Methods -- Results -- Appendix A. Letter of support - Labette Community College -- Appendix B. Institutional Review Board approval - UMKC -- Appendix C. Exempt research study information sheet -- Appendix D. Nurses Clinical Reasoning Scale- Permission email -- Appendix E. Debriefing for meaningful learning - permission letter -- Appendix F. Nurses Clinical Reasoning Scale - pretest -- Appendix G. Demographic information sheet -- Appendix H. Prebriefing simulation scenario -- Appendix I. Nurses Clinical Reasoning Scale - post-test
Control code
1103710246
Dimensions
unknown
Extent
1 online resource (96 pages)
File format
one file format
Form of item
online
Level of compression
mixed
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations.
Quality assurance targets
not applicable
Specific material designation
remote
System control number
(OCoLC)1103710246
System details
  • The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
  • Mode of access: World Wide Web

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