Abstract
There is a critical need for faculty, a shortage of clinical sites, and an emphasis on quality and safety initiatives that drive increasing use of simulation in nursing education. Debriefing is an essential component of simulation, yet faculty are not consistently prepared to facilitate it such that meaningful learning, demonstrated through clinical reasoning, occurs from the experience. The purpose of this exploratory, quasi-experimental, pre-test-post-test study was to discover the effect of the use of a simulation teaching strategy, Debriefing for Meaningful Learning (DML), on the development of clinical reasoning in nursing students.
Sigma Membership
Alpha
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Pilot/Exploratory Study
Keywords:
Nursing Education, Simulation, Debriefing
Advisor
Pamela R. Jeffries
Second Advisor
Sara Horton-Deutsch
Third Advisor
Angela M. McNelis
Fourth Advisor
Daniel J. Pesut
Degree
PhD
Degree Grantor
Indiana University
Degree Year
2010
Recommended Citation
Dreifuerst, Kristina Thomas, "Debriefing for meaningful learning: Fostering development of clinical reasoning through simulation" (2023). Dissertations. 323.
https://www.sigmarepository.org/dissertations/323
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-07-06
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3617512; ProQuest document ID: 1527174151. The author still retains copyright.