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    Comparison of instructor-led versus peer-led debriefing in nursing students

    239244_239244.pdf (521.6Kb)
    Access Status
    Open access
    Authors
    Roh, Y.
    Kelly, Michelle
    Ha, E.
    Date
    2016
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Roh, Y. and Kelly, M. and Ha, E. 2016. Comparison of instructor-led versus peer-led debriefing in nursing students. Nursing and Health Sciences. 18 (2): pp. 238-245.
    Source Title
    Nursing and Health Sciences
    DOI
    10.1111/nhs.12259
    ISSN
    1441-0745
    School
    School of Nursing and Midwifery
    Remarks

    This is the peer reviewed version of the following article, which has been published in final form at http://doi.org/10.1111/nhs.12259. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving at http://olabout.wiley.com/WileyCDA/Section/id-820227.html#terms

    URI
    http://hdl.handle.net/20.500.11937/21527
    Collection
    • Curtin Research Publications
    Abstract

    Despite its widespread support, the most effective simulation-based debriefing method has little evidence to support its efficacy. In this study, we compared the effect of peer-led and instructor-led debriefing among nursing students. The study was conducted with a non-equivalent control group using a pretest-post-test design. A convenience sample of third-year nursing students was used for the study, where 65 students enrolled in a 2-week clinical placement rotation were randomly assigned to the instructor-led group or peer-led group. The quality of cardiopulmonary resuscitation skills, satisfaction with simulation, and quality of debriefing in the peer-led group were compared to those in the instructor-led group. Group differences at each testing interval were analyzed using independent t-test. Nursing students in the instructor-led debriefing group showed better subsequent cardiopulmonary resuscitation performance, more satisfaction with simulation experience, and higher debriefing scores compared to the peer-led group. From our study, instructor-led debriefing is an effective method in improving skills performance, inducing favorable satisfaction, and providing better quality of debriefing among nursing students. © 2016 John Wiley & Sons Australia, Ltd.

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