The Use Of Simulation As A Method Of Effectively Transfer Learning Into Competencies, Building Teamwork And Basic Organizational Skills

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This study validated the use of simulation as a method of effectively transfer learning into competencies, building teamwork and basic organizational skills. Limitations to this study is the small sample size, evaluation tool, and no evaluation of participants experiences of past simulation exposure. The literature review stated that the use of up to fifty percent as a clinical experience had no impact on NCLEX-RN past rates. Therefore this study could be used by educators as evidence for future training to ensure competencies of APRN.
Forneris, Neal, Tiffany, Kuehn, & Meyer, 2015, replicated the Dieifurest’s findings using a structured debriefing model to enhance reasoning scores in pre-licensed nursing programs. Only a few studies have been performed to measure debriefing techniques. Dreifuerst, 2012, model of Debriefing for Meaningful Learning (DML) required six components to aid the facilitator in a guided debriefing. The debriefing is an active process that engages, explores, explains, elaborates, evaluates, and improves learner’s thinking. The DML was structured to enhance clinical reasoning skills.
This multi-sight study asked two questions. Does the DML model of debriefing increase the development of clinical reasoning skills compared to the traditional unstructured methods of debriefing? Second, the students’ perception of a quality debriefing. Clinical reasoning was measured using the Health Science Reasoning Test (HSRT), and the Debriefing Assessment for

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