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Título: | Including audience response systems in debriefing. A mixed study during nursing simulation-based learning |
Fecha de publicación: | 3-oct-2023 |
Editorial: | BMC |
Cita bibliográfica: | BMC Nursing (2023) 22: 353 |
ISSN: | Electronic: 1472-6955 |
Materias relacionadas: | CDU::6 - Ciencias aplicadas::61 - Medicina |
Palabras clave: | Nursing students High fidelity simulation training Gamification Qualitative research Quantitative research |
Resumen: | Background The audience response systems are being implemented to support active learning in nursing degree programs. The benefits of audience response systems have been studied in lecture-based classes and seminars, but their advantages or inconveniences when included in the debriefing phase of a high-fidelity clinical simulation have not been explored. The study aim was to discover student´s experience about using of interactive questions during debriefing, and the self-perceived effects on attention, participation and motivation. Methods A Mixed-methods study was used exploratory sequential design in a university. The participants were 4th-year students enrolled in the Nursing Degree in a university in Southern Spain. (1) Qualitative phase: a phenomenological approach was utilized, and focus groups were used for data-collection. (2) Quantitative phase: cross-sectional descriptive study using a questionnaire designed “ad hoc”, on the experiences on the use of interactive questions in the debriefing phase and the Debriefing Experience Scale. Results (1) Qualitative phase: the students highlighted the facilitating role of the interactive questions during the reflection part of the debriefing, and mentioned that the interactive questions helped with stimulating attention, participation, and motivation during the analytical part of the debriefing; (2) Quantitative phase: it was observed that the best evaluated dimension was “Motivation”, with a mean of 4.7 (SD=0.480), followed by the dimension “Participation”, with a mean of 4.66 (SD=0.461), and lastly, the dimension “Attention”, with a mean of 4.64 (SD=0.418). Conclusions The use of interactive questions contributed the attention, participation, and motivation of the students during the debriefing, contributing towards a highly satisfactory experience of high-fidelity clinical simulation. |
Autor/es principal/es: | Molina Rodríguez, Alonso Suárez Cortés, María Leal Costa, César Ruzafa Martínez, María Díaz Agea, José Luis Ramos Morcillo, Antonio Jesús Jiménez Ruiz, Ismael |
Facultad/Departamentos/Servicios: | Facultades, Departamentos, Servicios y Escuelas::Departamentos de la UMU::Enfermería |
Versión del editor: | https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-023-01499-z |
URI: | http://hdl.handle.net/10201/139882 |
DOI: | https://doi.org/10.1186/s12912-023-01499-z |
Tipo de documento: | info:eu-repo/semantics/article |
Número páginas / Extensión: | 12 |
Derechos: | info:eu-repo/semantics/openAccess Atribución-NoComercial 4.0 Internacional |
Descripción: | ©2023. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Published, version of a Published Work that appeared in final form in BMC Nursing. To access the final edited and published work see https://doi.org/10.1186/s12912-023-01499-z |
Aparece en las colecciones: | Artículos: Enfermería |
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