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Prelicensure nursing students perspectives on video-assisted debriefing following high fidelity simulation: A qualitative study
Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Medicine and Health Sciences. Natl Univ Singapore, Singapore.
Natl Univ Singapore, Singapore.
Natl Univ Singapore, Singapore.
Natl Univ Singapore, Singapore.
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2019 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 79Article in journal (Refereed) Published
Abstract [en]

Background

Video-assisted debriefing has not attracted sufficient attention on exploring learners' perceptions. A full understanding of learners' attitudes and perceptions towards video-assisted debriefing sets the foundation for effective learning, which should be considered when integrating video-assisted debriefing to the nursing curricula. However, limited evidence on learners' perspectives makes it difficult to fully understand this phenomenon.

Objectives

To explore prelicensure nursing students' experiences and perspectives on video-assisted debriefing following a high-fidelity simulation.

Design

An exploratory qualitative approach using focus groups.

Setting

This study was conducted at a local university in Singapore.

Participants

A purposive sample of 27 prelicensure nursing students in Singapore were recruited.

Methods

Six focus group interviews were conducted. Thematic analysis was used to analyze the transcribed data.

Results

Three themes and eight subthemes were derived from the data analysis. The themes included journey from traditional verbal debriefing to video-assisted debriefing, praise and criticism of video-assisted debriefing, and the road to successful video-assisted debriefing.

Conclusions

Nursing students revealed that video-assisted debriefing not only complemented the drawback of verbal debriefing by offering objective evidence but also improved their attitudes and behaviors through the unique experience of an emotional roller coaster. Learners should be desensitized to the fear of video and their discriminating capabilities should be developed prior to video-assisted debriefing. The findings can serve as a reference when designing and integrating video-assisted debriefing interventions into simulation-based education.

Place, publisher, year, edition, pages
Kidlington, United Kingdom: Churchill Livingstone , 2019. Vol. 79
Keywords [en]
Nursing students; Perspective; Experience; Video-assisted debriefing
National Category
Nursing
Identifiers
URN: urn:nbn:se:liu:diva-158921DOI: 10.1016/j.nedt.2019.05.001ISI: 000473377700001PubMedID: 31078868Scopus ID: 2-s2.0-85065249991OAI: oai:DiVA.org:liu-158921DiVA, id: diva2:1338518
Note

Funding Agencies|Centre for Development of Teaching and Learning, National University of Singapore [TEG 2017/2018]

Available from: 2019-07-23 Created: 2019-07-23 Last updated: 2019-08-23Bibliographically approved

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Zhang, H.Mörelius, Evalotte
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Department of Social and Welfare StudiesFaculty of Medicine and Health SciencesDivision of Nursing ScienceH.K.H. Kronprinsessan Victorias barn- och ungdomssjukhus
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Nurse Education Today
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Citation style
  • apa
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