Advanced SearchSearch Tips
The Effects of Structured Self-Debriefing Using on the Clinical Competency, Self-Efficacy, and Educational Satisfaction in Nursing Students after Simulation
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Effects of Structured Self-Debriefing Using on the Clinical Competency, Self-Efficacy, and Educational Satisfaction in Nursing Students after Simulation
Ha, Eun-Ho; Song, Hyo-Suk;
  PDF(new window)
Purpose: The purpose of this study was to identify the effects of structured self-debriefing using 3S models on the clinical competency, self-efficacy, and educational satisfaction in nursing students after simulation. Methods: For this study, 76 third-year undergraduate nursing students from S university were invited. They were divided into two groups, which consisted of a self-debriefing (SDG
Patient simulation;Nursing students;Competency;Self-efficacy;Satisfaction;
 Cited by
임상융합 자기주도적 실습교육 프로그램이 간호대학생의 자기주도성 및 기본간호술기 수행능력에 미치는 영향,박지현;

한국융합학회논문지, 2016. vol.7. 4, pp.51-58 crossref(new window)
시뮬레이션 기반 심정지 응급간호교육에서 팀 디브리핑의 효과,고상진;최은희;

성인간호학회지, 2017. vol.29. 6, pp.667-676 crossref(new window)
The Effects of Clinical Convergence Self-directedness Practice Learning Program on Self-directedness and Competency in Fundamental Nursing Skills in Undergraduate Nursing Students, Journal of the Korea Convergence Society, 2016, 7, 4, 51  crossref(new windwow)
Effect of Debriefing Based on the Clinical Judgment Model on Simulation Based Learning Outcomes of End-of-Life Care for Nursing Students: A Non-Randomized Controlled Trial, Journal of Korean Academy of Nursing, 2017, 47, 6, 842  crossref(new windwow)
Arafeh, J. M., Hansen, S. S., & Nichols, A. (2010). Debriefing in simulated-based learning: Facilitating a reflective discussion. Journal of Perinatal and Neonatal Nursing, 24(4), 302-309. crossref(new window)

Boet, S., Bould, M. D., Sharma, B., Revees, S., Naik, V. N., Triby, E., et al. (2013). Within-team debriefing versus instructor-led debriefing for simulation-based education: A randomized controlled trial. Annals of Surgery, 258(1), 53-58. crossref(new window)

Brannagan, K. B., Dellinger, A., Thomas, J., Mitchell, D., Lewis-Trabeaux, S., & Dupre, S. (2013). Impact of peer teaching on nursing students: perceptions of learning environment, self-efficacy, and knowledge. Nurse Education Today, 33(11), 1440-1447. crossref(new window)

Couper, K., & Perkins, G. D. (2013) Debriefing after resuscitation. Current Opinion in Critical Care, 19(3), 188-194. crossref(new window)

Couper, K., Salman, B., Soar, J., Finn, J., & Perkins, G. D. (2013). Debriefing to improve outcomes from critical illness: A systematic review and meta-analysis. Intensive Care Medicine, 39(9), 1513-1523. crossref(new window)

Fanning, R. M., & Gaba, D. M. (2007). The role of debriefing in simulation-based learning. Simulation in Healthcare, 2(1), 115-125. crossref(new window)

Fey, M. K., Scrandis, D., Daniels, A., & Haut, C. (2014). Learning through debriefing: Students' perspectives. Clinical Simulation in Nursing, 10(5), e249-e256. crossref(new window)

Field, M., Burke, J. M., McAllister, D., & Lloyd, D. M. (2007). Peer-assisted learning: A novel approach to clinical skills learning for medical students. Medical Education, 41(4), crossref(new window)

Ha, E. H. (2014). Attitudes toward video-assisted debriefing after simulation in undergraduate nursing students: An application of Q-methodology. Nurse Education Today, 34(6), 978-984. crossref(new window)

Kang, K. H (2004). The development and evaluation of a self-efficacy-based basic life program for high-risk family caregivers. Unpublished doctoral dissertation, Seoul National University, Seoul.

Kardong-Edgren, S. E., Starkweather, A. R., & Ward, L. D. (2008). The integration of simulation into a clinical foundations of nursing course: student and faculty perspectives. International Journal of Nursing Education Scholarship, 5(1), 1-16. crossref(new window)

Kim, A. Y., & Park, I. Y. (2001). Construction and validation of academic self-efficacy scale. Korean journal of educational research, 39(1), 95-123.

Komasawa, N., Sanuki, T., Fujiware, S., Haba, M., Ueki, R., Kaminoh, Y., et al. (2014). Significance of debriefing methods in simulation-based sedation training courses for medical safety improvement in Japan. Springerplus, 3, 637. crossref(new window)

Korean Accreditation Board of Nursing Education. (2014). Nursing education accreditation assessment standards for universities. Seoul: Korean Accreditation Board of Nursing Education.

Korean Nurses Association. (2015). Hospital status. Retrieved May 20, 2015, from the Web site:

Korea Society for Simulation in Healthcare. (2010). Manual of simulation in healthcare, Seoul: Yedang Books.

Lindon-Morris, E., & Laidlaw, A. (2014). Anxiety and self -awareness in video feedback. Clinical Teacher, 11(3), 174-178. crossref(new window)

Linton, D. L., Pangle, W. M., Wyatt, K. H., Powell, K. N., & Sherwood, R. E. (2014). Identifying key futures of effective active learning: The effects of writing and peer discussion. CBE Life Sciences Education, 13(3), 469-477. 10.1187/cbe.13-12-0242 crossref(new window)

Overstreet, M. (2010). Ee-chats: The seven components of nursing debriefing. Journal of Continuing Education in Nursing, 41(2), 538-539. crossref(new window)

Owen, A. M., & Ward-Smith, P. (2014). Collaborative learning in nursing simulation: Near-peer teaching using standardized patients. Journal of Nursing Education, 53(3), 170-173. crossref(new window)

Page-Cutrara, K. (2014). Use of prebriefing in nursing simulation: A literature review. Journal of Nursing Education, 53(3), 136-141. crossref(new window)

Rudolph, J. W., Foldy, E. G., Robinson, T., Kendall, S., Taylor, S. S., & Simon, R.(2013). Helping without harming: The instructor's feedback dilemma in debriefing-A case study. Simulation in Healthcare, 8(5), 304-316. crossref(new window)

Ryoo, E. N., Ha, E. H., & Cho, J. Y. (2013). Comparison of learning effects using high-fidelity and multi-mode simulation: An application of emergency care for a patient with cardiac arrest. Journal of Korean Academy of Nursing, 43(2), 185-193. crossref(new window)

Schlessel, J. S., Rappa, H. A., Lesser, M., Rogge, D., Ennis, R., & Mandel, L. (1995). CPR knowledge, self-efficacy, and anticipated anxiety as functions of infant/child CPR training. Annals of Emergency Medicine, 25(5), 618-623. crossref(new window)

Welke, T. M., LeBlanc, V. R., Savoldelli, G. L., Joo, H. S., Chandra, D. B., Crabtree, N. A., et al. (2009) Personalized oral debriefing versus standardized multimedia instruction after patient crisis simulation. Anesthesia and Analgesia, 109(1), 183-189. ane.0b013e3181a324ab crossref(new window)

White, P., Rowland, A. B., & Pesis-Katz, I. (2012). Peer-led team learning model in a graduate-level nursing course. Journal of Nursing Education, 51(8), 471-475. crossref(new window)

Wotton, K., Davis, J., Button, D., & Kelton, M. (2010). Third-year undergraduate nursing students' perceptions of high-fidelity simulation. Journal of Nursing Education, 49(11), 632-639. crossref(new window)

Yoo, M. S. (2001). Development of standardized patient managed instruction for a fundamentals of nursing course. Unpublished doctoral dissertation, Yonsei University, Seoul.

Zentz, S. E., Kurtz, C. P., & Alverson, E. M. (2014). Undergraduate peer-assisted learning in the clinical setting. Journal of Nursing Education, 53(3), S4-S10. crossref(new window)