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Conference Paper: Using Rubrics as an Assessment and Debriefing Tool for Simulation Education in Nursing
Title | Using Rubrics as an Assessment and Debriefing Tool for Simulation Education in Nursing |
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Authors | |
Issue Date | 2017 |
Publisher | Hong Kong Society for Simulation in Healthcare. |
Citation | Hong Kong Society for Simulation in Healthcare 2017 Annual Scientific Meeting, Hong Kong, 9-10 September 2017 How to Cite? |
Abstract | Simulation-based learning has been used as an educational strategy of medical and nursing
education because its provides an opportunity for students to amplify real experiences in a
systematic and interactive manner and to learn without putting patients from unnecessary
harm. In simulation learning, debriefing plays a vital role. Through providing feedback to
students, they can generate new knowledge and develop critical thinking. In order to do a
structured debriefing, in this study, we used Northeastern Illinois University Critical Thinking
Rubric as a tool for assessment and debriefing for simulation education among 204 university
students. Students were divided into intervention and control groups. Both groups
performed two 20-minute simulation sessions individually with simulated patients and
received a debriefing session. In the intervention group, rubric-based debriefing was
used. Based on generalized estimating equation models, the intervention effect over time
was found statistically significant (β = 2.06, 95% CI = 1.04 to 3.08) in enhancing students’
critical thinking. |
Persistent Identifier | http://hdl.handle.net/10722/253889 |
DC Field | Value | Language |
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dc.contributor.author | Wong, JYH | - |
dc.date.accessioned | 2018-05-31T03:38:32Z | - |
dc.date.available | 2018-05-31T03:38:32Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Hong Kong Society for Simulation in Healthcare 2017 Annual Scientific Meeting, Hong Kong, 9-10 September 2017 | - |
dc.identifier.uri | http://hdl.handle.net/10722/253889 | - |
dc.description.abstract | Simulation-based learning has been used as an educational strategy of medical and nursing education because its provides an opportunity for students to amplify real experiences in a systematic and interactive manner and to learn without putting patients from unnecessary harm. In simulation learning, debriefing plays a vital role. Through providing feedback to students, they can generate new knowledge and develop critical thinking. In order to do a structured debriefing, in this study, we used Northeastern Illinois University Critical Thinking Rubric as a tool for assessment and debriefing for simulation education among 204 university students. Students were divided into intervention and control groups. Both groups performed two 20-minute simulation sessions individually with simulated patients and received a debriefing session. In the intervention group, rubric-based debriefing was used. Based on generalized estimating equation models, the intervention effect over time was found statistically significant (β = 2.06, 95% CI = 1.04 to 3.08) in enhancing students’ critical thinking. | - |
dc.language | eng | - |
dc.publisher | Hong Kong Society for Simulation in Healthcare. | - |
dc.relation.ispartof | Hong Kong Society for Simulation in Healthcare Annual Scientific Meeting | - |
dc.title | Using Rubrics as an Assessment and Debriefing Tool for Simulation Education in Nursing | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Wong, JYH: janetyh@hku.hk | - |
dc.identifier.authority | Wong, JYH=rp01561 | - |
dc.identifier.hkuros | 278600 | - |
dc.publisher.place | Hong Kong | - |