Factors Affecting Nursing Students' Reflective Thinking During Simulation Debriefing
- Authors
- Kim, Giyon; Issenberg, S. Barry; Roh, Young Sook
- Issue Date
- May-2024
- Publisher
- Lippincott Williams and Wilkins
- Keywords
- communication; nursing students; patient simulation; psychological safety; reflective thinking
- Citation
- Nurse Educator, v.49, no.3, pp E120 - E125
- Journal Title
- Nurse Educator
- Volume
- 49
- Number
- 3
- Start Page
- E120
- End Page
- E125
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/73795
- DOI
- 10.1097/NNE.0000000000001560
- ISSN
- 0363-3624
1538-9855
- Abstract
- Background: Although reflective thinking is regarded as an important learning aspect of debriefing, the factors that can affect reflective thinking during simulation debriefing remain unclear. Purpose: This study aimed to identify factors affecting reflective thinking during simulation debriefing among nursing students. Methods: This study used a cross-sectional descriptive survey design with a convenience sample of 198 Korean nursing students. Participants completed a structured web-based self-administered questionnaire regarding the reflective learning continuum, psychological safety, learner communications skills, and debriefing process design. Multiple regression analyses were used to identify the factors affecting reflective thinking. Results: Significant factors were debriefing process design, learner communication skills, student-to-student interactions, and instructor-to-student interactions. Psychological safety did not affect the reflective thinking of nursing students. Conclusions: Nurse educators should design and implement strategies to maintain effective debriefing processes, improve communication skills, and facilitate student-to-student and instructor-to-student interactions to promote reflective thinking during simulation debriefing. Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.
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Collections - Red Cross College of Nursing > Department of Nursing > 1. Journal Articles
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