Student facilitation of simulation debrief: measuring reflective thinking and self-efficacy

Naomi Tutticci*, Fiona Coyer, Peter A. Lewis, Mary Ryan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This study examined the effectiveness of different debriefing facilitation approaches on third year undergraduate nursing students' reflective thinking and critical reflection self-efficacy following high-fidelity simulation using a 3-arm nonequivalent control group design. Students facilitated by either an academic or academic and student showed significantly higher levels of critical reflection. Correlation revealed a medium, positive association between critical reflection self-efficacy and general self-efficacy. Academic and student partnerships in debriefing can prompt students to reflect.
Original languageEnglish
Pages (from-to)128-135
Number of pages8
JournalTeaching and Learning in Nursing
Volume12
Issue number2
DOIs
Publication statusPublished - Apr 2017
Externally publishedYes

Keywords

  • high-fidelity simulation
  • reflection
  • self-efficacy
  • undergraduate nursing

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