Date Degree Awarded
Master of Science in Nursing (M.S.N.)
Amy Voris, D.N.P., RN, CNE
Second Committee Member
Connie Ford, M.S.N., CFNP
debriefing, video-assisted debriefing, facilitated feedback, reflection
The purpose of this evidence based project was to evaluate current literature and synthesize the best practice guidelines for debriefing and video-assisted debriefing (VAD) as it relates to simulation-based learning for undergraduate nursing students. Presently, high fidelity patient simulators (HFPS) and various debriefing techniques are used in many different occupational fields. Facilitator led verbal debriefing is a standard practice in nursing schools following a simulation to guide student reflection and learning. Newer technology, however, is now allowing for video-recording and annotation of simulations for enhanced debriefing sessions and can be used for immediate review. Some evidence-based guidelines exist for standard debriefing; however, there is limited research for both VAD and the facilitator’s role. This project provides an operational definition which promotes assimilation into real-world practice by explaining the attributes of VAD: reflection, feedback, self-efficacy, and behavioral identification. Guidelines focus on tools for the facilitator to lead a VAD session. The Kolb Experiential Learning Theory (ELT) and framework was used for this project (Kolb, 1984).
Rodewald, Sarah J. and Bell, Andrea M., "A Systematic Review and Development of Best Practice in the Usage of Video Recording During Debriefing of Simulation with Undergraduate Nursing Students" (2015). Master of Science in Nursing Evidence-Based Practice Projects. 10.
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