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KMID : 1149420190070020083
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Journal of Korean Society for Simulation in Nursing
2019 Volume.7 No. 2 p.83 ~ p.96
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Effects of Learner-directed Debriefing on Nursing students’ Critical Thinking Disposition, Self-directed Learning, Problem Solving Ability, and Debriefing Experience after Simulation, based on the Clinical Judgement Model
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Choi Dong-Won
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Abstract
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Purpose: The purpose of this study was to identify the effects of learner-directed debriefing based on the clinical judgement model (LDCJM) on nursing students’ critical thinking disposition, self-directed learning, problem-solving ability, and debriefing experience after simulation.
Method: This study used a quasi-experimental design with 38 sophomore nursing students from one university. They were divided into an experimental group (n=20) and a control group (n=18). Collected data were analyzed by the Chi-square, the Mann-Whitney U-test, and the Wilcoxon signed-rank test using the WIN SPSS 22.0 program.
Results: The experimental group that had participated in the LDCJM indicated significantly higher self-directed learning (U=23.50, p<.001), problem-solving ability (U=94.50 p=.011), and debriefing experience (U=87.00, p=.006) when compared to the control group.
Conclusion: The results indicate that LDCJM is an effective learning strategy to improve self-directed learning, problem-solving ability, and debriefing experience. Further study is needed to identify the effects of various debriefing skills.
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KEYWORD
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Simulation training, Judgement, Thinking, Self-directed learning as topic, Problem solving
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