Attitudes toward Video-Assisted Debriefing after simulation in undergraduate nursing students: An application of Q methodology
DC Field | Value | Language |
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dc.contributor.author | Ha, Eun-Ho | - |
dc.date.accessioned | 2021-06-18T09:41:50Z | - |
dc.date.available | 2021-06-18T09:41:50Z | - |
dc.date.issued | 2014-06 | - |
dc.identifier.issn | 0260-6917 | - |
dc.identifier.issn | 1532-2793 | - |
dc.identifier.uri | https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/45797 | - |
dc.description.abstract | Background: Video-Assisted Debriefing (VAD) provides an affirmative self-reflection through reviewing what went right, what went wrong, what had to be done, and what should be done in the future. Objective: To identify attitudes toward Video-Assisted Debriefing after a simulation in undergraduate nursing students. Design: Q-methodology, which has been identified as a method for the analysis of subjective viewpoints and to have the strengths of both qualitative and quantitative methods, was used. Setting: College of Nursing in Seoul. Participants: A convenience P-sample consisting of 44 third-year undergraduate nursing students. Methods: Thirty-nine selected Q-statements from each of 44 participants (P-sample) were classified into the shape of a normal distribution using a 9-point bipolar scale from 4 for strongly disagree to +4 for strongly agree. The collected data were analyzed using the pc-QUANL program. Results: Three discrete factors emerged: Factor I (VAD helps self-reflection; strategic view), Factor II (VAD makes us tired and humiliated; reluctant view), and Factor III (VAD boosts self-confidence; forward view). Conclusion: The findings could be used as a cornerstone for application of customized debriefing method to undergraduate nursing students. Debriefing techniques considering student's individual learning style. (C) 2014 Elsevier Ltd. All rights reserved. | - |
dc.format.extent | 7 | - |
dc.language | 영어 | - |
dc.language.iso | ENG | - |
dc.publisher | CHURCHILL LIVINGSTONE | - |
dc.title | Attitudes toward Video-Assisted Debriefing after simulation in undergraduate nursing students: An application of Q methodology | - |
dc.type | Article | - |
dc.identifier.doi | 10.1016/j.nedt.2014.01.003 | - |
dc.identifier.bibliographicCitation | NURSE EDUCATION TODAY, v.34, no.6, pp 978 - 984 | - |
dc.description.isOpenAccess | N | - |
dc.identifier.wosid | 000336951700018 | - |
dc.identifier.scopusid | 2-s2.0-84900449764 | - |
dc.citation.endPage | 984 | - |
dc.citation.number | 6 | - |
dc.citation.startPage | 978 | - |
dc.citation.title | NURSE EDUCATION TODAY | - |
dc.citation.volume | 34 | - |
dc.type.docType | Article | - |
dc.publisher.location | 스코트랜드 | - |
dc.subject.keywordAuthor | Attitude | - |
dc.subject.keywordAuthor | Debriefing | - |
dc.subject.keywordAuthor | Simulation | - |
dc.subject.keywordAuthor | Undergraduate nursing students | - |
dc.subject.keywordPlus | HIGH-FIDELITY | - |
dc.subject.keywordPlus | PERFORMANCE | - |
dc.subject.keywordPlus | PATIENT | - |
dc.subject.keywordPlus | RESUSCITATION | - |
dc.subject.keywordPlus | FEEDBACK | - |
dc.relation.journalResearchArea | Education & Educational Research | - |
dc.relation.journalResearchArea | Nursing | - |
dc.relation.journalWebOfScienceCategory | Education, Scientific Disciplines | - |
dc.relation.journalWebOfScienceCategory | Nursing | - |
dc.description.journalRegisteredClass | scie | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
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