Comparison of instructor-led versus peer-led debriefing in nursing students.
Nurs Health Sci
; 18(2): 238-45, 2016 Jun.
Article
em En
| MEDLINE
| ID: mdl-26833934
ABSTRACT
Despite its widespread support, the most effective simulation-based debriefing method has little evidence to support its efficacy. In this study, we compared the effect of peer-led and instructor-led debriefing among nursing students. The study was conducted with a non-equivalent control group using a pretest-post-test design. A convenience sample of third-year nursing students was used for the study, where 65 students enrolled in a 2-week clinical placement rotation were randomly assigned to the instructor-led group or peer-led group. The quality of cardiopulmonary resuscitation skills, satisfaction with simulation, and quality of debriefing in the peer-led group were compared to those in the instructor-led group. Group differences at each testing interval were analyzed using independent t-test. Nursing students in the instructor-led debriefing group showed better subsequent cardiopulmonary resuscitation performance, more satisfaction with simulation experience, and higher debriefing scores compared to the peer-led group. From our study, instructor-led debriefing is an effective method in improving skills performance, inducing favorable satisfaction, and providing better quality of debriefing among nursing students.
Palavras-chave
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Grupo Associado
/
Estudantes de Enfermagem
/
Grupos Focais
/
Docentes de Enfermagem
Tipo de estudo:
Qualitative_research
Limite:
Adult
/
Female
/
Humans
/
Male
País/Região como assunto:
Asia
Idioma:
En
Revista:
Nurs Health Sci
Assunto da revista:
ENFERMAGEM
Ano de publicação:
2016
Tipo de documento:
Article