As technology has grown, many healthcare professions’ programs, including nursing, have incorporated simulation into their curricula. Overwhelmingly, research has highlighted the last phase of simulation, debriefing, as the most important component influencing learning outcomes, with limited focus on prebriefing. The purpose of this study was to describe the influence the prebriefing phase during simulation has on undergraduate nursing students’ perceptions of overall simulation effectiveness, learning, and self-confidence. Situated learning theory was selected to guide the research design due to its unique view that learning is a social process that is enhanced within the authentic environment. The quasi-experimental design study compared outcomes among 4 groups: (a) no prebriefing, (b) prebriefing learning-engagement and orientation activities, (c) prebriefing orientation activities only, and (d) prebriefing learning-engagement activities only. Findings of the study indicated that undergraduate nursing students’ perceptions of overall simulation effectiveness (p = .000), learning (p = .000), and self-confidence (p = .000) were significantly higher with the use of prebriefing compared to no prebriefing; however, there was no significant distinction (p >.05) among which activity in prebriefing (learning-engagement activities or orientation tasks) was most valued by students. Observations made during the study support the need for both learning-engagement and orientation activities during prebriefing to enhance overall simulation effectiveness.
| Date of Award | Jan 1 2015 |
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| Original language | English |
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| Supervisor | Julia Aucoin (Supervisor) |
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