Comparison of baccalaureate nursing students' experience of video-assisted debriefing versus oral debriefing following high-fidelity human simulation

Nursing education uses High-Fidelity Human Simulation (HFHS) as an innovative teaching method that offers an active learning process. The simulation process involves a number of stages with the most critical stage identified as debriefing. Debriefing allows students to reflect on what they have experienced (Nehring & Lashley, 2010). The purpose of this quantitative, quasi-experimental study was to explore the comparison of two debriefing processes, video-assisted and oral (independent variable), by assessing the students’ opinion of the debriefing experience and the students’ rating of the importance of the debriefing experience (dependent variables). Participants included 40 Midwestern university baccalaureate nursing students in their first semester of the program. Data were collected using the Debriefing Experience Scale (Reed, 2012) consisting of 20 Likert scale items divided into four subscales administered as a posttest immediately following debriefing. The overall finding for both dependent variables showed no statistical significance. The four subscales for both dependent variables also showed no statistical significance. The 20 items were further analyzed for individual significance. A statistically significant finding associated with the students’ opinion of the debriefing experience found, “I became more aware of myself during the debriefing session” (p = .033); whereas, the students’ rating of the importance of the debriefing experience revealed three statistically significant items. “I had enough time to debrief thoroughly” (p = .035), “the facilitator provided constructive evaluation of the simulation during debriefing” (p = .021), “and the debriefing environment was physically comfortable” (p = .035) were all statistically significant at p < .05

Enhancing the Student Learning Experience through the Use of Simulation Technology

Health Informatics is an emerging discipline which needs skilled graduates who are able to use healthcare technology and data. The synergy fostered by interprofessional collaboration enhances learning experiences. To help students envision a realistic patient care experience, they were exposed to simulation technology. In this way, students were better prepared to use health humanities storytelling and experience a sincere concern for human values within the capture, management, and evaluation of health information