Differences in debriefing practices in nursing education: Instructor-led and peer-led
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Jessica L. Bower, School of Health Sciences, Nursing Education Department, Pennsylvania College of Technology, Williamsport, Pennsylvania, USA
- Sigma Affiliation
- Theta Zeta
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- Pennsylvania College of Technology, Williamsport, Pennsylvania, USA
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This poster provides a description of the differences in student learning outcomes between peer-led debriefing and instructor-led debriefing following simulation activities with undergraduate nursing students. The Debriefing Assessment for Simulation in Healthcare (DASH) tool was utilized to examine the differences in debriefing techniques.
Nursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice. Held at the Washington Marriott Wardman Park, Washington, DC, USA
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository, unless otherwise noted.
Type | Poster |
Acquisition | Proxy-submission |
Review Type | Abstract Review Only: Reviewed by Event Host |
Format | Text-based Document |
Evidence Level | N/A |
Research Approach | N/A |
Keywords | Debriefing; Learning; Simulation |
Name | Nursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice |
Host | Sigma Theta Tau International |
Location | Washington, DC, USA |
Date | 2018 |
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