id:"swepub:oai:gup.ub.gu.se/174789"
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| Fältnamn | Indikatorer | Metadata |
|---|---|---|
| 000 | 04680naa a2200361 4500 | |
| 001 | oai:gup.ub.gu.se/174789 | |
| 003 | SwePub | |
| 008 | 240528s2013 | |||||||||||000 ||eng| | |
| 024 | 7 | a https://gup.ub.gu.se/publication/1747892 URI |
| 024 | 7 | a https://doi.org/10.1097/SIH.0b013e31827cbb5c2 DOI |
| 040 | a (SwePub)gu | |
| 041 | a eng | |
| 042 | 9 SwePub | |
| 072 | 7 | a ref2 swepub-contenttype |
| 072 | 7 | a art2 swepub-publicationtype |
| 100 | 1 | a Eikeland Husebö, Sisselu Gothenburg University,Göteborgs universitet,Institutionen för pedagogik, kommunikation och lärande,Linnécentret for forskning om lärande (LinCS),Department of Education, Communication and Learning,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)4 aut |
| 245 | 1 0 | a The Relationship Between Facilitators’ Questions and the Level of Reflection in Postsimulation Debriefing |
| 264 | 1 | c 2013 |
| 520 | a Introduction: Simulation-based education is a learner-active method that may en- hance teamwork skills such as leadership and communication. The importance of postsimulation debriefing to promote reflection is well accepted, but many questions concerning whether and how faculty promote reflection remain largely unanswered in the research literature. The aim of this study was therefore to explore the depth of re- flection expressed in questions by facilitators and responses from nursing students during postsimulation debriefings. Methods: Eighty-one nursing students and 4 facilitators participated. The data were collected in February and March 2008, the analysis being conducted on 24 video- recorded debriefings from simulated resuscitation teamwork involving nursing students only. Using Gibbs’ reflective cycle, we graded the facilitators’ questions and nursing students’ responses into stages of reflection and then correlated these. Results: Facilitators asked most evaluative and fewest emotional questions, whereas nursing students answered most evaluative and analytic responses and fewest emotional responses. The greatest difference between facilitators and nursing students was in the analytic stage. Only 23 (20%) of 117 questions asked by the facilitators were analytic, whereas 45 (35%) of 130 students’ responses were rated as analytic. Nevertheless, the facilitators’ descriptive questions also elicited student responses in other stages such as evaluative and analytic responses. Conclusion: We found that postsimulation debriefings provide students with the op- portunity to reflect on their simulation experience. Still, if the debriefing is going to pave the way for student reflection, it is necessary to work further on structuring the debriefing to facilitate deeper reflection. Furthermore, it is important that facilitators consider what kind of questions they ask to promote reflection. We think future research on debriefing should focus on developing an analytical framework for grading reflective questions. Such research will inform and support facilitators in devising strategies for the promotion of learning through reflection in postsimulation debriefings. (Sim Healthcare 00:00Y00, 2013) Key Words: Debriefing, Simulation, Reflection, Facilitators | |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Utbildningsvetenskapx Lärande0 (SwePub)503032 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Educational Sciencesx Learning0 (SwePub)503032 hsv//eng |
| 653 | a Debriefing | |
| 653 | a Simulation | |
| 653 | a Reflection | |
| 653 | a Facilitators | |
| 700 | 1 | a Rystedt, Hans,d 1951u Gothenburg University,Göteborgs universitet,Linnécentret for forskning om lärande (LinCS),Institutionen för pedagogik, kommunikation och lärande,The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS),Department of Education, Communication and Learning4 aut0 (Swepub:gu)xrysha |
| 700 | 1 | a Friberg, Febe,d 1950u Gothenburg University,Göteborgs universitet,Institutionen för vårdvetenskap och hälsa,Centrum för personcentrerad vård vid Göteborgs universitet (GPCC),Institute of Health and Care Sciences,University of Gothenburg Centre for person-centred care (GPCC)4 aut0 (Swepub:gu)xfrife |
| 700 | 1 | a Dieckmann, Peter4 aut |
| 700 | 1 | a Söreide, Eldar4 aut |
| 710 | 2 | a Göteborgs universitetb Institutionen för pedagogik, kommunikation och lärande4 org |
| 773 | 0 | t Simulation in Healthcare: The Journal of the Society for Simulation in Healthcareg 8:3, s. 135-42q 8:3<135-42x 1559-2332x 1559-713X |
| 856 | 4 8 | u https://gup.ub.gu.se/publication/174789 |
| 856 | 4 8 | u https://doi.org/10.1097/SIH.0b013e31827cbb5c |
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