Differences in Debriefing Practices in Nursing Education: Instructor-Led and Peer-Led
Review TypeAbstract Review Only: Reviewed by Event Host
Repository Posting Date2018-03-08T22:01:40Z
Author(s)Bower, Jessica L.
Author DetailsJessica L. Bower, School of Health Sciences, Nursing Education Department, Pennsylvania College of Technology, Williamsport, Pennsylvania, USA
Lead Author Sigma AffliationTheta Zeta
Level of EvidenceN/A
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.
DescriptionNursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice. Held at the Washington Marriott Wardman Park, Washington DC
Conference NameNursing Education Research Conference 2018: Generating and Translating Evidence for Teaching Practice
Conference HostSigma Theta Tau International, the Honor Society of Nursing
Conference LocationWashington, DC
Date of Publication2018-03-08
NotesItems 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.
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