This study is descriptive investigation study tried to present basic materials for efficient simulation curriculum later and to prepare ground materials for debriefing by analyzing simulation-based education on current status and debriefing in connect...
This study is descriptive investigation study tried to present basic materials for efficient simulation curriculum later and to prepare ground materials for debriefing by analyzing simulation-based education on current status and debriefing in connection with simulation educators in nursing college which enforces debriefing in nursing education based on simulation.
The subject of study is educator experienced in instructing simulation over 1 semester in 5 recent years in nursing colleges nationwide. When calculating with p=.50, t=1.65 while Population size is 150 persons at least with categorical data(margin of error=.05) by utilizing Cochran's sample size formula (Bartlett, Kotrlik & Higgins, 2001), the formula to calculate standard size of investigation study, the value is 95 persons. Excluding the redundant persons out of 130 heads of simulation center of nursing college nationwide and 104 members of Korea nursing simulation society (as of 2014) and considering wastage rate in some 10%, 110 persons are finally chosen for convenience. Excluding 2 units due to omitted record out of the 98 collected question s(collection rate in 89%), 96 units are finally taken for study.
The study tool is Final Survey Questions: Debriefing Practices developed by Fey(2014), which is composed of 40 questions related to recognition and present situation of debriefing. After being allowed by the original author to use, this researcher translated the tool into Korean language so as to complete question s after revision and supplementation through verification of the feasibility of contents by domestic experts in simulation, namely, 4 professors of nursing college and 2 professors of medical college. To treat the collected materials, SPSS WIN 21.0 statistical program is used to analyze the general property of subjects and value of each variable by real number and percentage and frequency analysis, multiple response analysis and contents analysis are performed for the result of response in each item. Whether debriefing technique is instructed or verification of difference in recognition is analyzed in cross by chi-square test.
The result of this study is as follows.
1. With respect to characteristic of the simulation utilization institutions and faculty, all institutions operated curriculum based on simulation, 87.3% if simulation education is required course in the faculty and 12.7%, if not. Further, 52.7% if simulation education substitutes practice in the clinical site and 47.3% if not.
2. With respect to the simulation-based education current status, 95% more than the percentage which is utilizing ‘almost all education’ that the high response rate was simulation running before, pre-briefing whether progress in 78.1%, learning objectives proposed activities for students in 67.7%.
3. With respect to the debriefing current status, 84.4% of the respondents are found to be instructed of debriefing education and 54.7% of them use guide model for debriefing. The most frequently used guide model is Gather-Analyze-Summarize(GAS) in 40.6%. Further, 17.7% of them use evaluation model for debriefing and the most preferred evaluation model is Debriefing Assessment for Simulation in Healthcare (DASH) in 10.4%.
4. Compared to those who did not complete the education of debriefing, those who completed it are found to actively participate in the provision of opportunity for students to debate emotional reaction(=4.509, p= 0.034) & provision of feedback among students(=4.998, p=0.025), showing the relation that makes statistically significant difference.
5. With respect to the contents analysis on the instructor reflection of debriefing, self introspection of students and acquisition of confidence, provision of opportunity to speak, building learning environment, motivation, enhancement of the ability to solve problem are considered significant in the viewpoint of learners and encouragement of students and communication, educational evaluation and debriefing technology, the role of promoter are considered significant in the viewpoint of instructors.
In conclusion, the significance of debriefing in simulation-based education becomes higher and the rate of simulation faculty to complete on debriefing education becomes higher, but guide model using for debriefing or evaluation model is not actively used in the education. It is expected that standardized guideline of debriefing and method of educational evaluation should be studied later to realize more effective simulation education for learners.
본 연구는 시뮬레이션 교육 경험이 있는 간호 교육자를 대상으로 시뮬레이션 기반 간호교육과 디브리핑 운영현황을 파악하여 추후 효율적인 시뮬레이션 교육과정을 위한 기초자료로 제시...
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