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시뮬레이션기반 교육시 간호학생이 인식하는 디브리핑에 대한 의미, 반응, 그리고 효과적인 디브리핑 방법

 Nursing Students' Perceptions of Meaning, Response, and Effective Methods for Debriefing in Simulation-based Education

기본간호학회지 2017년 24권 1호 p.51 ~ 59
KMID : 0388320170240010051
김은정 ( Kim Eun-Jung ) - 한림대학교 간호학부

김영주 ( Kim Young-Ju ) - 성신여자대학교 간호대학
문성미 ( Moon Seong-Mi ) - 울산대학교 의과대학 간호학과

Abstract

Purpose: This was a cross-sectional descriptive study in which an exploration was done of how nursing students perceive debriefing and what they think are the most effective debriefing methods for simulation-based nursing education.

Methods: A convenience sample of 296 sophomore, junior and senior nursing students from three universities and who had attended simulation classes participated in this study. Survey data garnered was analyzed using descriptive analysis and x2 test.

Results: A high majority of the participants (98.3%) saw debriefing as “learning from mistakes”, while 62.8% considered it more important than simulations/scenarios. They also perceived debriefing to be effective when they analyzed their colleagues’and their own performances and received feedback. Sophomore students preferred writing a reflection paper as an effective debriefing method compared to junior and senior students.

Conclusion: The study findings indicate that debriefing is an important component of simulation-based education and should be considered part of the teaching strategies with debriefing methods dependent on themes and scenarios and what is needed to achieve learning outcomes.
KeyWords
디브리핑, 간호대학생, 시뮬레이션, 간호교육, 인식
Debriefing, Nursing students, Patient simulation, Perceptions
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학술진흥재단(KCI) KoreaMed