Abstract
Debriefing is a key component of simulation that promotes development of students' reflective processes. Instructor-led debriefing (ILD) is considered the gold standard; however, research conducted over the past decade demonstrates the negative effects of anxiety on student reflection during ILD. Nursing students' experiences with ILDs have been substantially investigated; yet scant research explores students' perceptions and experiences of more learner-centered debriefing formats that deemphasize the instructor role.
Sigma Membership
Theta Omicron
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Grounded Theory
Research Approach
Qualitative Research
Keywords:
Alternative Debriefing Format, Combined Debriefing Format, Learner-Centered, Peers, Psychological Safety, Team Mentality, Reflection, Metacognitive Training
Advisor
Catherine Dingley
Second Advisor
Jessica Doolen
Third Advisor
Andrew Reyes
Fourth Advisor
Howard Gordon
Degree
PhD
Degree Grantor
University of Nevada, Las Vegas
Degree Year
2020
Recommended Citation
Senette, Carol L., "Fluctuating cohesion: A grounded theory study of nursing students engaged in a hybrid debriefing format" (2021). Dissertations. 61.
https://www.sigmarepository.org/dissertations/61
Rights Holder
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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
2021-07-19
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28261222; ProQuest document ID: 2539861684. The author still retains copyright.