Journal of the Korea Institute of Information and Communication Engineering (한국정보통신학회논문지)

The Korea Institute of Information and Commucation Engineering (한국정보통신학회)
권호 표지
DOI QR코드

DOI QR Code

Effect of Structured Debriefing on the Learning Outcomes of Nursing Students in Simulation-based Education

간호대학생의 시뮬레이션기반 교육 시 구조화된 디브리핑 유형이 학습성과에 미치는 효과

  • Choi, So-Eun (Department of Nursing, The Research Institute of Women, Mokpo National University) ;
  • Kim, Hyun-Ju (Department of Nursing, Catholic University of Pusan)
  • Received : 2018.04.29
  • Accepted : 2018.06.02
  • Published : 2018.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

The study investigates how the structured debriefing method affects the learning flow, critical thinking disposition, and clinical performance of nursing students, using the Lasater Clinical Judgment Rubric (LCJR). Nursing students in the 4th grade of P University were divided into three groups, each trying out a different structured debriefing method: the experimental group - structured video debriefing using the LCJR question, the comparative group - structured oral debriefing, and the control group - structured group discussion debriefing. There was no significant difference between the three groups in learning flow (p=.640), critical thinking disposition (p=.420) and clinical performance ability (p=.360). Planning and intervention among the areas of clinical performance were significantly improved in the experimental group compared to the other two groups (p=.005). Structured debriefing when used with LCJR improves the learning flow and critical thinking disposition of students, while structured video debriefing improves clinical performance.

시뮬레이션 교육 시 구조화된 디브리핑 유형이 간호대학생의 학습몰입, 비판적사고성향과 임상수행능력에 미치는 효과를 검증하고자 시도된 비동등성 대조군 사후 시차설계의 유사실험 연구이다. 연구대상자는 P 대학교 간호학과 4학년 학생으로, 실험군 22명, 비교군 24명, 대조군 20명으로 총 66명이었다. 실험군에게는 LCJR 질문을 이용한 구조화된 비디오 디브리핑, 비교군은 구조화된 구두 디브리핑, 대조군은 구조화된 그룹 토론 디브리핑을 실시하였다. 연구결과 학습몰입과 비판적사고성향 및 임상수행능력은 세 군간 유의한 차이가 없었으나 사전-사후 차이 검정시 모두 향상되었다. 또한 임상수행능력의 세부영역 중 계획과 중재는 실험군이 다른 두 군에 비해 유의하게 향상되었다. 이를 통해 LCJR의 임상판단 루브릭을 활용한 디브리핑은 시뮬레이션교육에 효과적이며 특히 비디오를 활용한 구조화된 디브리핑 유형은 임상수행능력을 높이는데 영향을 끼치는 것으로 나타났다.

Keywords

References

  1. E. H. Kim, "The relationship between clinical stress, fatigue, satisfaction and self-efficacy in clinical practice of nursing students," Journal of The Korea Socity of Health Informatics and Statistics, vol. 40, no. 1, pp. 24-36, Feb. 2015.
  2. Y. Y. Hwang, S. H. Kim, and M. S. Chu, "Developing course outcome to achieve exit outcome : applying hauenstein's theory," Journal of Korean Academic Society of Nursing Education, vol. 21, no. 2, pp. 155-167, May. 2015. https://doi.org/10.5977/jkasne.2015.21.2.155
  3. J. Yoon, "Development of an instrument for the measurement of critical thinking disposition: in nursing," Unpublished master's thesis, Catholic university, Seoul, Korea, 2004.
  4. K. Lasater, "Clinical judgement: the last frontier for evaluation," Nurse Education in Practice, vol. 11, no. 2, pp. 86-92, Mar. 2011. https://doi.org/10.1016/j.nepr.2010.11.013
  5. Y. Eun, and S. Y. Bang, "Effects of the lasater's clinical rubric of debriefing in advanced cardiovascular life support training," The Journal of the Korea Contents Association, vol. 16, no. 4, pp. 516-527, Apr. 2016. https://doi.org/10.5392/JKCA.2016.16.04.516
  6. M. O. Kim, A. K. Lee, and H. A. Nam, "Effects on nursing students' learning flow, critical judgement, and problem solving ability in simulation training: focused on obstetrical nursing case," Learner-Centered Curriculum Education Research, vol. 17, no. 24, pp. 521-534, Dec. 2017.
  7. H. J. Kim, "Effects of a simulation-based debriefing using video in nursing education," Information, vol. 20, no. 8a, pp. 5509-5514, Aug. 2017.
  8. H. J. Klein, M. J. Wesson, J. R. Hollenbeck, P. M. Wright, and R. P. Deshon, "The assessment of goal commitment : a measurement model meta-analysis," Organization Behavior and Human Decision Process, vol. 85, no. 1, pp. 32-55, May. 2001. https://doi.org/10.1006/obhd.2000.2931
  9. E. H. Choi, and Y. K. Kwang, "Nursing students' problem solving, and clinical competence between standard patient and high fidelity simulator simulation," Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, vol. 5, no. 2, pp. 29-36, Feb. 2015.
  10. K. H. Choi, G. Y. Kim, Y. T. Shin, and J. B. Kim, "A study on the performance simulation model for estimating hardware scale," International Journal of Control and Automation, vol. 7, no. 10, pp. 405-410, Oct. 2014. https://doi.org/10.14257/ijca.2014.7.10.37
  11. Y. G. Ha, "The effects of debriefing utilizing the clinical judgment rubric on nursing students' clinical judgment, knowledge and self-confidence," Unpublished doctoral dissertation, Seoul national university, Seoul, 2014.
  12. A. L. Sabei, D. Sulaiman, and K. Lasater, "Simulation debriefing for clinical judgment development: a concept analysis," Nurse Education Today, vol. 45, pp. Oct. 42-47, 2016. https://doi.org/10.1016/j.nedt.2016.06.008
  13. H. K. Oh, "Effects on nursing students' clinical judgment, communication, and skill performance following debriefing using a clinical judgment rubric," International Journal of Bio-Science and Bio-Technology, vol. 8, no. 1, pp. 303-312, Feb. 2016.
  14. K. Lasater, "High-fidelity simulation and the development of clinical judgment: students' experiences," Journal of Nursing Education, vol. 46, no. 6, pp. 269-276, Jun. 2007.
  15. K. Lasater, "Clinical judgment development; using simulation to create an assessment rubric," Journal of Nursing Education, vol. 46, no. 11, pp. 496-503, Nov. 2007.