Effectiveness of structured debriefing strategies for simulation in nursing
type: CreativeWork
description: Andersen, Heather C. Background Simulation offers the unique opportunity to practice a procedure without any consequences or mistakes encountered with actual patients. The debriefing session is an integral component of simulation where instructors can engage in student discussion to enhance critical thinking and foster student learning. Positive learning experiences may be heightened with effective simulation debriefing. However, practices in simulation debriefing may vary with instructors. Purpose The aim of this dissertation is to analyze the performance of simulation debriefing and to conduct a research study to compare the effectiveness of nursing faculty performance using structured versus unstructured debriefing strategies. Methods A quantitative, comparison research study was conducted with 32 nursing instructors to indicate if the findings were conclusive or inconclusive to answer the following question: For faculty at accredited college baccalaureate nursing programs working with simulation, will the use of a structured simulation debriefing strategy increase the faculty self-assessment rating scores for the effectiveness in their performance in simulation debriefing compared to faculty who do not use a structured simulation debriefing strategy, using the Debriefing Assessment for Simulation in Healthcare (DASH) tool scores? Results and Conclusion The faculty who used a structured debriefing strategy rated the effectiveness of their performance higher in comparison to those instructors that used a non-structured debriefing strategy; however, the results were not statistically significant at the 0.05 level of probability. Based on the findings, this research study contributes to the increasing knowledge about simulation and may serve as a guide to faculty on the best practices for debriefing strategies. Simulation has been shown to produce a powerful impact in the achievement of student learning outcomes, and it is recommended that further research be conduc…
abstract: Andersen, Heather C. Background Simulation offers the unique opportunity to practice a procedure without any consequences or mistakes encountered with actual patients. The debriefing session is an integral component of simulation where instructors can engage in student discussion to enhance critical thinking and foster student learning. Positive learning experiences may be heightened with effective simulation debriefing. However, practices in simulation debriefing may vary with instructors. Purpose The aim of this dissertation is to analyze the performance of simulation debriefing and to conduct a research study to compare the effectiveness of nursing faculty performance using structured versus unstructured debriefing strategies. Methods A quantitative, comparison research study was conducted with 32 nursing instructors to indicate if the findings were conclusive or inconclusive to answer the following question: For faculty at accredited college baccalaureate nursing programs working with simulation, will the use of a structured simulation debriefing strategy increase the faculty self-assessment rating scores for the effectiveness in their performance in simulation debriefing compared to faculty who do not use a structured simulation debriefing strategy, using the Debriefing Assessment for Simulation in Healthcare (DASH) tool scores? Results and Conclusion The faculty who used a structured debriefing strategy rated the effectiveness of their performance higher in comparison to those instructors that used a non-structured debriefing strategy; however, the results were not statistically significant at the 0.05 level of probability. Based on the findings, this research study contributes to the increasing knowledge about simulation and may serve as a guide to faculty on the best practices for debriefing strategies. Simulation has been shown to produce a powerful impact in the achievement of student learning outcomes, and it is recommended that further research be conduc…
author: Andersen, Heather C.
language: English
keywords: Nursing--Study and teaching--Simulation methods
date published: 2022
date modified: 2026-07-27T18:44:28Z
provider: Alverno College
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Alverno College