Abstract

Essential learning occurs during the debriefing phase of simulation-based learning experiences. Despite this knowledge, evidence regarding the most effective debriefing method is insufficient. The primary purpose of this study was to compare the effectiveness of two debriefing frameworks, Promoting Excellence and Reflective Learning in Simulation (PEARLS) and Structured and Supported Debriefing Model using Gather, Analyze, Summarize (GAS) on student performance during simulation. This pilot study used a two group, pretest-posttest, experimental design with group randomization.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28721386; ProQuest document ID: 2585956646. The author still retains copyright.

Author Details

Krista M. Prendergast, EdD, CNE

Sigma Membership

Mu Beta

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Pretest-Posttest

Research Approach

Other

Keywords:

Simulation Learning, Nursing Students, Nursing Education, Simulated Clinical Experiences

Advisor

Barbara Aronson

Second Advisor

Andrea Adimando

Third Advisor

David Rodgers

Degree

Doctoral-Other

Degree Grantor

Southern Connecticut State University

Degree Year

2021

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

2022-01-13

Full Text of Presentation

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