1Seoul Women's College of Nursing, 38 Ganhodae-ro, Seodaemun-gu, Seoul, Korea
2Professor Department of Nursing, Namseoul University, 91, Dahak-ro, Seobuk-gu, Chungcheongnam-do, Korea
3Nursing Department, Namseoul University, 91, Dahak-ro, Seobuk-gu, Chungcheongnam-do, Korea
4Nursing Department, Semyung University, 65 Semyung-ro, Jecheon-si, Chungcheongbuk-do, Korea
5Nursing Department, Konkuk University, 268, Chungwondae-ro, Chungju-si, Chungcheongbuk-do, Korea
*Corresponding Author: Hee-Jeong Kim Professor, Department of Nursing, Namseoul University, 91, Dahak-ro, Seobuk-gu, Chungcheongnam-do, Korea Email: yshbb@nsu.ac.kr
Online published on 16 October, 2018.
The purpose of this study is to provide basic data for the development of teaching strategies for debriefing by understanding the subjectivity of debriefing after the nursing instructor has conducted a simulation.
The 38 university nursing professors of this study who performed nursing curricula simulations classified 41 selected Q-statements into a normal distribution using a 9-point scale. The collected data were distributed using the Q-sorting process to distribute them according to a 9-point scale. The scores of the distributed cards were converted to scores ranging from 1–9 points, and analyzed using the PC-QUANA program which was produced by Norman Van Tubergen. Among the university nursing professors, three types of debriefing were identified: Type 1 (“Instructor-led, problem solving-oriented”); Type 2 (“Evaluation-centered, oriented towards achievement of learning targets”); and Type 3 (“Learner-centered, self-reflection-oriented”). These three types were commonly recognized as teaching methods that improved debriefing skills. In the future, it will be used as a foundation for improving debriefing awareness and the efficiency of simulation-based training, and it will stimulate various types of research on simulation debriefing.
Debriefing, nursing, simulation, subjectivity, student
