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Debriefing and Learning Strategies: A Comparison between Two Reflective Analysis Styles with/without a Graphical Record of Strengths/Weaknesses

Background: Clinical simulation efficiently complements the training of Nursing Degree students. The debriefing phase is the most important feature of simulation-based learning, where the students are able to acquire the necessary competences. It is at this stage where learning strategies and motiva...

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Autores principales: Escribano Sánchez, Guillermo, Ruzafa-Martínez, María, Leal-Costa, César, Díaz-Agea, José Luis, Ramos-Morcillo, Antonio Jesús, García Sánchez, Alfonso
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7911967/
https://www.ncbi.nlm.nih.gov/pubmed/33525672
http://dx.doi.org/10.3390/healthcare9020130
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author Escribano Sánchez, Guillermo
Ruzafa-Martínez, María
Leal-Costa, César
Díaz-Agea, José Luis
Ramos-Morcillo, Antonio Jesús
García Sánchez, Alfonso
author_facet Escribano Sánchez, Guillermo
Ruzafa-Martínez, María
Leal-Costa, César
Díaz-Agea, José Luis
Ramos-Morcillo, Antonio Jesús
García Sánchez, Alfonso
author_sort Escribano Sánchez, Guillermo
collection PubMed
description Background: Clinical simulation efficiently complements the training of Nursing Degree students. The debriefing phase is the most important feature of simulation-based learning, where the students are able to acquire the necessary competences. It is at this stage where learning strategies and motivation play a crucial role. The objective of the study was to analyze the relationship between the style of debriefing utilized in the simulation sessions, and the learning strategies of Nursing Degree students who participated in a high-fidelity clinical simulation. Method: This was a quasi-experimental study conducted with a sample of 200 students in their third and fourth years at university. To obtain the data, an evaluation Questionnaire for the Evaluation of Learning Strategies of University Students (CEVEAPEU) was utilized, as well as two different types of structured debriefing styles, namely, with or without a graphical representation of the strengths/weaknesses during the analytical phase. The data analysis was performed with the SPSS(®) v25 program. Results: Statistically significant differences were found, with higher scores obtained when utilizing debriefing with a graphical representation, on both scales of the questionnaire (affective and cognitive), on the motivational, metacognitive and processing, and use of information subscales, and twelve learning strategies mostly belonging to the subscales of motivation; searching, collecting, and selecting information; and processing and using information. Conclusion: Debriefing with a graphical representation is deemed, a priori, as the most adequate approach for our context, based on the greater number of learning strategies utilized by our students. The use of a written graphical record of the strengths and weaknesses in the analytical phase is recommended.
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spelling pubmed-79119672021-02-28 Debriefing and Learning Strategies: A Comparison between Two Reflective Analysis Styles with/without a Graphical Record of Strengths/Weaknesses Escribano Sánchez, Guillermo Ruzafa-Martínez, María Leal-Costa, César Díaz-Agea, José Luis Ramos-Morcillo, Antonio Jesús García Sánchez, Alfonso Healthcare (Basel) Article Background: Clinical simulation efficiently complements the training of Nursing Degree students. The debriefing phase is the most important feature of simulation-based learning, where the students are able to acquire the necessary competences. It is at this stage where learning strategies and motivation play a crucial role. The objective of the study was to analyze the relationship between the style of debriefing utilized in the simulation sessions, and the learning strategies of Nursing Degree students who participated in a high-fidelity clinical simulation. Method: This was a quasi-experimental study conducted with a sample of 200 students in their third and fourth years at university. To obtain the data, an evaluation Questionnaire for the Evaluation of Learning Strategies of University Students (CEVEAPEU) was utilized, as well as two different types of structured debriefing styles, namely, with or without a graphical representation of the strengths/weaknesses during the analytical phase. The data analysis was performed with the SPSS(®) v25 program. Results: Statistically significant differences were found, with higher scores obtained when utilizing debriefing with a graphical representation, on both scales of the questionnaire (affective and cognitive), on the motivational, metacognitive and processing, and use of information subscales, and twelve learning strategies mostly belonging to the subscales of motivation; searching, collecting, and selecting information; and processing and using information. Conclusion: Debriefing with a graphical representation is deemed, a priori, as the most adequate approach for our context, based on the greater number of learning strategies utilized by our students. The use of a written graphical record of the strengths and weaknesses in the analytical phase is recommended. MDPI 2021-01-28 /pmc/articles/PMC7911967/ /pubmed/33525672 http://dx.doi.org/10.3390/healthcare9020130 Text en © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Escribano Sánchez, Guillermo
Ruzafa-Martínez, María
Leal-Costa, César
Díaz-Agea, José Luis
Ramos-Morcillo, Antonio Jesús
García Sánchez, Alfonso
Debriefing and Learning Strategies: A Comparison between Two Reflective Analysis Styles with/without a Graphical Record of Strengths/Weaknesses
title Debriefing and Learning Strategies: A Comparison between Two Reflective Analysis Styles with/without a Graphical Record of Strengths/Weaknesses
title_full Debriefing and Learning Strategies: A Comparison between Two Reflective Analysis Styles with/without a Graphical Record of Strengths/Weaknesses
title_fullStr Debriefing and Learning Strategies: A Comparison between Two Reflective Analysis Styles with/without a Graphical Record of Strengths/Weaknesses
title_full_unstemmed Debriefing and Learning Strategies: A Comparison between Two Reflective Analysis Styles with/without a Graphical Record of Strengths/Weaknesses
title_short Debriefing and Learning Strategies: A Comparison between Two Reflective Analysis Styles with/without a Graphical Record of Strengths/Weaknesses
title_sort debriefing and learning strategies: a comparison between two reflective analysis styles with/without a graphical record of strengths/weaknesses
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7911967/
https://www.ncbi.nlm.nih.gov/pubmed/33525672
http://dx.doi.org/10.3390/healthcare9020130
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