Enhancing Clinical Reasoning Through Simulation Debriefing: A Multisite Study

被引：65

作者：

Forneris, Susan G. ^{[1
]}

Neal, Diana O. ^{[2
,3
]}

Tiffany, Jone ^{[4
]}

Kuehn, Mary Beth ^{[5
]}

Meyer, Heidi M. ^{[6
]}

Blazovich, Linda M.

Holland, Ann E.

Smerillo, Melanie

机构：

[1] Ctr Innovat Simulat & Technol, Natl League, Washington, DC 20037 USA

[2] St Catherine Univ, St Paul, MN USA

[3] Minnesota Intercollegiate Nursing Program, Northfield, MN USA

[4] Bethel Univ, Dept Nursing, Mary Beth, MN USA

[5] St Olaf Coll, Dept Nursing, China Lake, CA USA

[6] Adolphus Coll Dept Nursing, St Peter, MN USA

来源：

NURSING EDUCATION PERSPECTIVES | 2015年 / 36卷 / 05期

关键词：

Clinical Reasoning; Debriefing; Nursing Education; Simulation; Reflection; Multisite Study;

D O I：

10.5480/15-1672

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

AIM The aim of this research was to replicate Dreifuerst's 2012 findings of enhanced clinical reasoning scores using a structured debriefing: Debriefing for Meaningful Learning (c) (DML). BACKG ROUND The direct effect of debriefing on clinical reasoning is not well studied. The nursing education literature supports debriefing as a reflective dialogue necessary to enhance clinical reasoning. METHOD A quasi-experimental, pretest-posttest, repeated measure research design was used to evaluate nursing students' clinical reasoning using the Health Sciences Reasoning Test (HSRT). RESULTS The change in HSRT mean scores was determined to be significant for the intervention group at the .05 level and insignificant for the control group. The change in HSRT mean scores between the intervention and control groups was determined to be significant at the .10 level. CONCLUSION Nursing students who had the DML debriefing scored significantly higher in their clinical reasoning than nursing students who had usual and customary debriefing.

引用

页码：304 / 310

页数：7

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