Araştırma Makalesi
Yıl 2013,
Cilt: 2 Sayı: 2, 57 - 63, 20.01.2014
Öz
Bir öğretim stratejisi olarak simülasyonun hemşirelik eğitiminde önemi gün geçtikçe artmakta ve hemşirelik müfredat programlarına bu eğitim stratejisi giderek daha fazla entegre edilmektedir. Çözümleme oturumları simülasyon eğitim sürecinde önemli bir bileşendir. Öğrenme hedeflerine ve gerekli fiziksel koşullara uygun olarak yapılandırılmış çözümleme oturumları, simülasyon eğitiminin amacına ve öğrenme hedeflerine ulaşmasına önemli katkılar sağlamaktadır. Bu derlemede eğitimde simülasyon uygulaması sürecinin önemli bir bölümünü oluşturan çözümleme oturumunun; yapılandırılması, süresi, fizik ortamı ve çözümleme oturumlarında sorumluluk alacak kolaylaştırıcıların özelliklerine yönelik bilgilerin verilmesi amaçlanmıştır.
Anahtar Kelimeler
Kaynakça
- Akhu-Zaheya LM, Gharaibeh MK, Alostaz, ZM (2012) Effectiveness of simulation on knowledge acquisition, knowledge retention, and self-efficacy of nursing students in Jordan. Clinical Simulation in Nursing, doi:10.1016/ j.ecns.2012.05.001
- Arafeh JMR, Hansen SS, Nichols A (2010) Debriefing in simulated-based learning facilitating a reflective discussion. J Perinat Neonat Nurs, 24(4):302–9.
- Cant RP, Cooper SJ (2011) The benefits of debriefing as formative feedback in nurse education. Aust J Adv Nurs, 29(1):37-47.
- Cantrell MA (2008) The importance of debriefi ng in clinical simulations. Clinical Simulation in Nursing, 4(2), e19-e23. doi:10.1016/j.ecns.2008 0006
- Childs JC, Sepples S (2006) Clinical teaching by simulation: Lessons learned from a complex patient care scenario. Nursing Education Perspectives, 27(3):154-8.
- Chronister C, Brown D (2012) Comparison of simulation debriefing methods. Clinical Simulation in Nursing, 8(7): e281-e288.
- Dreifuerst KT (2009) The essentials of debriefing in simulation learning: a concept analysis. Nurs Educ Perspect, 30(2):109-14.
- Dreifuerst KT (2012) Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. J Nurs Educ 51(6):326-33. doi: 10.3928/01484834-201204090
- Fanning RM, Gaba DM (2007) The role of debriefing in simulation-based learning. Simul Healthc, 2(2):115-25.
- Gersh DC, Leary M, Riegel, B et al. (2008) Improving cardiopulmonary resuscitation quality and resuscitation training by combining audiovisual feedback and debriefing. Crit Care Med, 36(10): 2817Graf MA (1993) Videotaping return demonstrations. Nurse Educator, 11(5), 30-32.
- Heukelom JNV, Begaz T, Treat R (2010) Comparison of postsimulation debriefing versus ın-simulation debriefing in medical simulation. Simul Healthc, 5(2):91-7
- Jefferies PR, Rizzolo MA (2006) Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-site, multi-method study. National League for Nursing, http://www.nln.org/ beta/research/LaerdalReport.pdf (Erişim Tarihi2012)
- Mariani B, Cantrell MA, Meakim C et al. (2012) Structured debriefing and students’ clinical judgment abilities in simulation. Clinical Simulation in Nursing, doi:10.1016/ j.ecns.2011.11.009 Matthews R, Viens DC (1988) Evaluating basic nursing skills through group video testing. J Nurs Educ, 27(1):44-6.
- Megel ME, Black J, Clark L et al. (2011) Effect of high-fidelity simulation on pediatric nursing students’ anxiety. Clinical Simulation in Nursing, doi:1016/j.ecns.2011.03.006.
- Morgan P, Tarshis J, LeBlanc V et al. (2009) Efficacy of high-fidelity simulation debriefing on the performance of practicing anaesthetists in simulated scenarios. Brit J Anaesth, 103(4):531-7. Nehring WM, Felissa RL (2009) Nursing Simulation: A Review of the Past 40 Years. Simulation & Gaming, 40(4):528-52.
- Neill MA, Wotton K (2011). High-fidelity simulation debriefing in nursing education: A literature review. Clinical Simulation in Nursing, 7(5), e161e16 doi:10.1016/j.ecns.2011.02.001
- Qudrat-Ullah H (2004). Improving dynamic decision making through debriefing: An empirical study. Proceedings IEEE International conference on advanced learning technologies. Finland: ICALT, Rall M, Gaba DM, Dieckmann P, Eich C (2009) Patient simulation. In Miller’s Anesthesia (Editor Miller RD) Churchill Livingstone, p:163-166.
- Rall M, Manser T, Howard S (2000) Key elements of debriefing for simulator training. Eur J Anaesthesiol, 17(8):516–517.
- Rudolph JW, Simon R, Dufresne RL et al. (2006) There’s no such thing as “nonjudgmental” debriefing: a theory and method for debriefing with good judgment. Simul Healthc, 1(1):49-55.
- Savoldelli GL, Naik NV, Park J et al. (2006) Value of debriefing during simulated crisis management. Anesthesiology,105(? ):279–285.
- Swanson, EA, Nicholson, AC, Boese TA et al.(2011) Comparison of selected teaching strategies incorporating simulation and student outcomes. Clinical Simulation in Nursing, 7(3), e81-e90. doi:1016/j.ecns.2009.12.011
- Waxman KT (2010) The development of evidencebased clinical simulation scenarios: guidelines for nurse educators. Journal of Nursing Education 49(1):29-35.
- Wickers MP (2010) Establishing the climate for a successful debriefing. Clinical Simulation in Nursing, 6(3):83-86.
- Wilson RD, Klein JD (2012) Implementation and evaluation of a nursing simulation: a design and development research study .The Journal of Applied Instructional Design, 2(1):57-68
Yıl 2013,
Cilt: 2 Sayı: 2, 57 - 63, 20.01.2014
Öz
The importance of simulation as a teaching strategy in nursing education are increasing day by day and more integrated into the curriculaum of nursing education strategy. Simulation education consists of three stages. These are prebriefing, simulation and debrifing. Debriefing session is an important component of simulation education process. Debriefing is in and of itself a teaching strategy. Debriefing is the process whereby faculty and students reexamine the clinical encounter in order to foster the development of clinical reasoning and judgment skills through reflective learning. The design of the debriefing session should be tailored to the learning objectives and the participant and team characteristics. Unlike the traditional classroom “teacher,” facilitators tend to position themselves not as authorities or experts, but rather as colearners. Debriefing is an important component in the process of simulation training sessions. Debriefing sessions structured learning objectives and necessary physical conditions provides significant contribution to achieving the objectives of education and learning purposes in simulation. In this review intended to provide information an important part of education process in the application of simulation debriefing session configuration, time, physical environ-ment, and for the properties of the facilitators.
Anahtar Kelimeler
Kaynakça
- Akhu-Zaheya LM, Gharaibeh MK, Alostaz, ZM (2012) Effectiveness of simulation on knowledge acquisition, knowledge retention, and self-efficacy of nursing students in Jordan. Clinical Simulation in Nursing, doi:10.1016/ j.ecns.2012.05.001
- Arafeh JMR, Hansen SS, Nichols A (2010) Debriefing in simulated-based learning facilitating a reflective discussion. J Perinat Neonat Nurs, 24(4):302–9.
- Cant RP, Cooper SJ (2011) The benefits of debriefing as formative feedback in nurse education. Aust J Adv Nurs, 29(1):37-47.
- Cantrell MA (2008) The importance of debriefi ng in clinical simulations. Clinical Simulation in Nursing, 4(2), e19-e23. doi:10.1016/j.ecns.2008 0006
- Childs JC, Sepples S (2006) Clinical teaching by simulation: Lessons learned from a complex patient care scenario. Nursing Education Perspectives, 27(3):154-8.
- Chronister C, Brown D (2012) Comparison of simulation debriefing methods. Clinical Simulation in Nursing, 8(7): e281-e288.
- Dreifuerst KT (2009) The essentials of debriefing in simulation learning: a concept analysis. Nurs Educ Perspect, 30(2):109-14.
- Dreifuerst KT (2012) Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. J Nurs Educ 51(6):326-33. doi: 10.3928/01484834-201204090
- Fanning RM, Gaba DM (2007) The role of debriefing in simulation-based learning. Simul Healthc, 2(2):115-25.
- Gersh DC, Leary M, Riegel, B et al. (2008) Improving cardiopulmonary resuscitation quality and resuscitation training by combining audiovisual feedback and debriefing. Crit Care Med, 36(10): 2817Graf MA (1993) Videotaping return demonstrations. Nurse Educator, 11(5), 30-32.
- Heukelom JNV, Begaz T, Treat R (2010) Comparison of postsimulation debriefing versus ın-simulation debriefing in medical simulation. Simul Healthc, 5(2):91-7
- Jefferies PR, Rizzolo MA (2006) Designing and implementing models for the innovative use of simulation to teach nursing care of ill adults and children: A national, multi-site, multi-method study. National League for Nursing, http://www.nln.org/ beta/research/LaerdalReport.pdf (Erişim Tarihi2012)
- Mariani B, Cantrell MA, Meakim C et al. (2012) Structured debriefing and students’ clinical judgment abilities in simulation. Clinical Simulation in Nursing, doi:10.1016/ j.ecns.2011.11.009 Matthews R, Viens DC (1988) Evaluating basic nursing skills through group video testing. J Nurs Educ, 27(1):44-6.
- Megel ME, Black J, Clark L et al. (2011) Effect of high-fidelity simulation on pediatric nursing students’ anxiety. Clinical Simulation in Nursing, doi:1016/j.ecns.2011.03.006.
- Morgan P, Tarshis J, LeBlanc V et al. (2009) Efficacy of high-fidelity simulation debriefing on the performance of practicing anaesthetists in simulated scenarios. Brit J Anaesth, 103(4):531-7. Nehring WM, Felissa RL (2009) Nursing Simulation: A Review of the Past 40 Years. Simulation & Gaming, 40(4):528-52.
- Neill MA, Wotton K (2011). High-fidelity simulation debriefing in nursing education: A literature review. Clinical Simulation in Nursing, 7(5), e161e16 doi:10.1016/j.ecns.2011.02.001
- Qudrat-Ullah H (2004). Improving dynamic decision making through debriefing: An empirical study. Proceedings IEEE International conference on advanced learning technologies. Finland: ICALT, Rall M, Gaba DM, Dieckmann P, Eich C (2009) Patient simulation. In Miller’s Anesthesia (Editor Miller RD) Churchill Livingstone, p:163-166.
- Rall M, Manser T, Howard S (2000) Key elements of debriefing for simulator training. Eur J Anaesthesiol, 17(8):516–517.
- Rudolph JW, Simon R, Dufresne RL et al. (2006) There’s no such thing as “nonjudgmental” debriefing: a theory and method for debriefing with good judgment. Simul Healthc, 1(1):49-55.
- Savoldelli GL, Naik NV, Park J et al. (2006) Value of debriefing during simulated crisis management. Anesthesiology,105(? ):279–285.
- Swanson, EA, Nicholson, AC, Boese TA et al.(2011) Comparison of selected teaching strategies incorporating simulation and student outcomes. Clinical Simulation in Nursing, 7(3), e81-e90. doi:1016/j.ecns.2009.12.011
- Waxman KT (2010) The development of evidencebased clinical simulation scenarios: guidelines for nurse educators. Journal of Nursing Education 49(1):29-35.
- Wickers MP (2010) Establishing the climate for a successful debriefing. Clinical Simulation in Nursing, 6(3):83-86.
- Wilson RD, Klein JD (2012) Implementation and evaluation of a nursing simulation: a design and development research study .The Journal of Applied Instructional Design, 2(1):57-68
Toplam 24 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Yayımlanma Tarihi | 20 Ocak 2014 |
| Yayımlandığı Sayı | Yıl 2013Cilt: 2 Sayı: 2 |