Abstract
The role of the nurse educator is complex and it is imperative that educators design pertinent learning activities including implementation of innovative teaching strategies while using the latest pedagogical techniques, and evaluating that learning occurred. This study utilized a quantitative, quasi-experimental, comparison group, crossover design and compared teaching strategies using simulation in the classroom. The purpose of the study was to determine if fourth semester Associate of Science in Nursing students who participated in debriefing sessions after watching recorded high-fidelity simulation scenarios in a nursing class obtained higher examination scores than those who received the same content through traditional lecture format with case studies.
Sigma Membership
Psi Pi
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Nursing Simulation, Teaching Strategies, Learning Methods
Advisor
Debra Leners
Second Advisor
Alison Merrill
Degree
PhD
Degree Grantor
University of Northern Colorado
Degree Year
2010
Recommended Citation
Zulkosky, Kristen D., "The impact of debriefing sessions following viewing of recorded high fidelity simulation scenarios on knowledge acquisition, self-confidence, and satisfaction: A quasi-experimental study" (2020). Dissertations. 703.
https://www.sigmarepository.org/dissertations/703
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
2020-02-20
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3404528; ProQuest document ID: 516394353. The author still retains copyright.