|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|2646905||1138940||2016||9 صفحه PDF||ندارد||دانلود کنید|
BackgroundOver the past 10 years, simulation-based learning (SBL) has developed as a viable strategy to prepare students for clinical reasoning; however, very little is known about the specific components of the SBL experience and how they affect student learning. Currently, there is a gap in the simulation literature regarding prebriefing and the best strategies for preparing students for SBL.MethodA three round modified electronic Delphi design was used to seek consensus from simulation experts about the prebriefing component of SBL. Initial qualitative responses of round one led to the creation of quantitative prebriefing item statements for consideration in rounds two and three. Expert panel members used a Likert scale to indicate agreement with each prebriefing statement. A 70% level of consensus was set as the benchmark.ResultsAn expert panel of Certified Healthcare Simulation Educators reached consensus (>70%) on 83 statements about prebriefing. Findings suggest that prebriefing is an important three-phase process of SBL composed of planning, briefing, and facilitating.ConclusionsThe panel participants agreed that the simulation educator plays a vital role in preparing simulation participants for a successful SBL experience; however, further clarification of the prebriefing terminology is necessary. Findings of this study may be used to develop guidelines for simulation educators, administrators, and SBL learners to prepare for a successful SBL experience.
Journal: Clinical Simulation in Nursing - Volume 12, Issue 6, June 2016, Pages 219–227