Debriefing as a fundamental component of learning in nursing students
DOI:
https://doi.org/10.51326/ec.8.9746551Keywords:
Clinical Competence, Health Sciences, Nursing Education, Nursing Students, SimulationAbstract
Introduction: Debriefing has been consolidated as a fundamental component in the learning process of nursing students, as it is a key tool for critical reflection and consolidation of clinical competencies. Through this technique, students have the opportunity to evaluate their interventions in simulated situations, identify areas for improvement and strengthen technical and soft skills, such as communication, and teamwork.
Methodology: The present quantitative study has a non-experimental design and descriptive scope. The sample was obtained by non-probabilistic convenience sampling, including the teaching staff and the student body that met the inclusion criteria, in which 40 people belonging to the student body and 10 from the teaching staff participated. For data collection, the “Evaluation of Debriefing for Health Simulation (EDSS)” instrument was used, validated by experts, with Cronbach's Alpha reliability of 0.89, which allows evaluation of the effectiveness of debriefing from the perspectives of the student body and the evaluator.
Results: It shows that debriefing is perceived as a valuable and effective tool for the learning of nursing students.
Conclusions: Debriefing has a significant impact on knowledge retention and critical skills development in nursing students.
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References
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