Journal ArticleDOI
Effect of Faculty Training on Improving the Consistency of Student Assessment and Debriefing in Clinical Simulation
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TLDR
In this article, the authors describe one school's journey in improving the student learning experience in simulation and the adoption of an evidence-based approach to teach faculty assessment techniques and debriefing strategies after simulation are examined.About:
This article is published in Clinical Simulation in Nursing.The article was published on 2015-01-01. It has received 32 citations till now. The article focuses on the topics: Debriefing & Meaningful learning.read more
Citations
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Journal ArticleDOI
Simulation Faculty Development: A Tiered Approach
TL;DR: A tiered faculty development plan that has been implemented at a university in the United States and includes the essentials of faculty development is presented.
Journal ArticleDOI
Comprehensive Insights Into the Criteria of Student Performance in Various Educational Domains
Omar Zughoul,Faiez Momani,Osama Almasri Osama Almasri,A. A. Zaidan,B. B. Zaidan,M. A. Alsalem,Osamah Shihab Albahri,Ahmed Shihab Albahri,M. Hashim +8 more
TL;DR: This paper surveyed the literature on the criteria of student performance in various educational domains in order to establish the coherent taxonomy and figure out the gap on this pivotal research area and provides the supplemental areas for future work.
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An Exploration of Debriefing in Virtual Simulation
TL;DR: In this article, the concept of debriefing in the context of virtual simulation is examined followed by identification of future research initiatives, and the authors call upon the community to engage in research that develops a body of literature so that virtual simulation deb-riefing standards of best practices are established.
Journal ArticleDOI
Creation of a "Patient" Hospital Escape Room Experience to Reduce Harm and Improve Quality of Care.
TL;DR: The escape room template can be easily modified to target a myriad of learning objectives and learners of varying levels of experience and reinforce elements of quality and safety in patient care delivery.
References
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Journal ArticleDOI
Thinking like a nurse: a research-based model of clinical judgment in nursing.
TL;DR: An alternative model of clinical judgment in nursing emphasizes the role of nurses' background, the context of the situation, and nurses' relationship with their patients as central to what nurses notice and how they interpret findings, respond, and reflect on their response.
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A framework for designing, implementing, and evaluating simulations used as teaching strategies in nursing.
TL;DR: A framework that can be used to design, implement, and evaluate simulations used for teaching strategies in nursing education and components include best practices in education, student factors, teacher factors, simulation design characteristics, and outcomes are presented.
Journal ArticleDOI
The essentials of debriefing in simulation learning: a concept analysis.
TL;DR: The concept of debriefing is analyzed and essential components are identified and supports the identification of best practices and future research agendas to enable nurse educators to master the knowledge and strategies needed to provide students with significant learning during simulation.
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Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation
TL;DR: Testing the relationship of DML on the development of clinical reasoning skills in prelicensure nursing students when compared with customary debriefing strategies and on students' perception of quality of thedebriefing experience demonstrates that DML is an effective deb Briefing method.
Journal ArticleDOI
Standards of Best Practice: Simulation Standard VI: The Debriefing Process
Sharon Decker,Mary K. Fey,Stephanie Sideras,Sandra Caballero,Leland J. Rockstraw,Teri Boese,Ashley E. Franklin,Donna Gloe,Lori Lioce,Carol R. Sando,Colleen Meakim,Jimmie C. Borum +11 more
TL;DR: In this article, the debriefing process is the most important component of a simulation-based learning experience, and debriefers should be trained to promote reflective thinking in order to integrate knowledge, skills and attitudes with pre-existing knowledge.