Comparing the effects of two debriefing frameworks; Promoting excellence and reflective learning in simulation (PEARLS) framework and structured and supported debriefing model (GAS) framework
Krista M. Prendergast, EdD, CNE
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Essential learning occurs during the debriefing phase of simulation-based learning experiences. Despite this knowledge, evidence regarding the most effective debriefing method is insufficient. The primary purpose of this study was to compare the effectiveness of two debriefing frameworks, Promoting Excellence and Reflective Learning in Simulation (PEARLS) and Structured and Supported Debriefing Model using Gather, Analyze, Summarize (GAS) on student performance during simulation. This pilot study used a two group, pretest-posttest, experimental design with group randomization. A non-probability convenience sample of 26 Associate in Science Degree nursing students participated. Each simulation day was assigned the PEARLS or GAS framework. Simulation sessions were video recorded. Performance behaviors were rated using the Pneumonia Simulation Competency Evaluation Tool (PSCET). Students participated in the initial simulation (pretest). Students attended a debriefing session using the PEARLS or GAS framework. The Debriefing Assessment for Simulation in Healthcare Student Version (DASH-SV) was completed. Students participated in the repeated simulation (posttest). Demographic data revealed no significant relationships between age and PSCET score at T1 (p = .183) or T2 (p = .157); or number of roles and PSCET score at T1 (p = .086) or T2 (p = .059). PSCET scores using PEARLS framework showed no significant relationship (p = .247). PSCET scores using GAS framework showed a significant positive relationship (p ≤ .001). Difference between PSCET scores showed a significant difference at posttest (T2) and condition (PEARLS vs GAS) (p = .013). DASH-SV scores showed no significant difference by framework (p = .939). Despite the small sample size, use of the GAS framework demonstrated significant improvement in student performance. Performance scores in the GAS debriefing group were higher compared to scores in the PEARLS debriefing group.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28721386; ProQuest document ID: 2585956646. The author still retains copyright.
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Simulated Clinical Experiences
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