Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
8582117 | Teaching and Learning in Nursing | 2017 | 8 Pages |
Abstract
This study examined the effectiveness of different debriefing facilitation approaches on third year undergraduate nursing students' reflective thinking and critical reflection self-efficacy following high-fidelity simulation using a 3-arm nonequivalent control group design. Students facilitated by either an academic or academic and student showed significantly higher levels of critical reflection. Correlation revealed a medium, positive association between critical reflection self-efficacy and general self-efficacy. Academic and student partnerships in debriefing can prompt students to reflect.
Related Topics
Health Sciences
Nursing and Health Professions
Nursing
Authors
Naomi MEd. Studies, PhD candidate, AFHEA, Fiona PGCEA, PhD, Peter A. PhD, Mary PhD, PFHEA,