Is video-playback in simulation, after verbal debriefing, associated with changes in nursing students’ reflection, communication and anxiety level?
| dc.contributor.author | Vigier, Darcelle | |
| dc.contributor.examiningcommittee | Dr. Beverley Temple (College of Nursing) Dr. Robert Renaud (Faculty of Education) | en_US |
| dc.contributor.supervisor | Dr. Lorna Guse (College of Nursing) Dr. Nicole Harder (College of Nursing) | en_US |
| dc.date.accessioned | 2016-09-20T17:38:49Z | |
| dc.date.available | 2016-09-20T17:38:49Z | |
| dc.date.issued | 2016 | |
| dc.degree.discipline | Nursing | en_US |
| dc.degree.level | Master of Nursing (M.N.) | en_US |
| dc.description.abstract | Educational activities such as simulation, that promote the transfer of knowledge from theory to practice, are recognized as effective learning strategies by nursing educators. Debriefing that takes place after a simulation session contributes to the knowledge gained by students and can include video-playback review. Very few studies have examined the impact of video-playback review following the simulation and debriefing session. This quasi-experimental study asked the following question: Is video-playback in simulation, after verbal debriefing, associated with changes in nursing students’ reflection, communication and anxiety level? Kolb’s experiential learning theory provided the lens for this research. Findings from this study suggest that oral debriefing alone from a facilitator might have an impact in relation to students’ perceptions of their reflection, communication skills and anxiety levels. | en_US |
| dc.description.note | October 2016 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/31832 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | simulation | en_US |
| dc.title | Is video-playback in simulation, after verbal debriefing, associated with changes in nursing students’ reflection, communication and anxiety level? | en_US |
| dc.type | master thesis | en_US |