Including audience response systems in debriefing. A mixed study during nursing simulation-based learning

BMC Nursing

Research

Alonso Molina-Rodríguez¹  Antonio Jesús Ramos-Morcillo¹  José Luis Díaz-Agea¹  César Leal-Costa¹  María Ruzafa-Martínez¹  Ismael Jiménez-Ruiz¹  María Suárez-Cortés¹ 

[1] Department of Nursing, Faculty of Nursing, University of Murcia, Murcia, Spain;

关键词: Nursing students;    High fidelity simulation training;    Gamification;    Qualitative research;    Quantitative researc;   

DOI  :  10.1186/s12912-023-01499-z

 received in 2023-07-26, accepted in 2023-09-12,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundThe audience response systems are being implemented to support active learning in nursing degree programs. The benefits of audience response systems have been studied in lecture-based classes and seminars, but their advantages or inconveniences when included in the debriefing phase of a high-fidelity clinical simulation have not been explored. The study aim was to discover student´s experience about using of interactive questions during debriefing, and the self-perceived effects on attention, participation and motivation.MethodsA Mixed-methods study was used exploratory sequential design in a university. The participants were 4th-year students enrolled in the Nursing Degree in a university in Southern Spain. (1) Qualitative phase: a phenomenological approach was utilized, and focus groups were used for data-collection. (2) Quantitative phase: cross-sectional descriptive study using a questionnaire designed “ad hoc”, on the experiences on the use of interactive questions in the debriefing phase and the Debriefing Experience Scale.Results(1) Qualitative phase: the students highlighted the facilitating role of the interactive questions during the reflection part of the debriefing, and mentioned that the interactive questions helped with stimulating attention, participation, and motivation during the analytical part of the debriefing; (2) Quantitative phase: it was observed that the best evaluated dimension was “Motivation”, with a mean of 4.7 (SD = 0.480), followed by the dimension “Participation”, with a mean of 4.66 (SD = 0.461), and lastly, the dimension “Attention”, with a mean of 4.64 (SD = 0.418).ConclusionsThe use of interactive questions contributed the attention, participation, and motivation of the students during the debriefing, contributing towards a highly satisfactory experience of high-fidelity clinical simulation.

【 授权许可】

CC BY   
© BioMed Central Ltd., part of Springer Nature 2023

【 图 表 】

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