Virtual simulation is a method of simulation-based education in which students participate in a clinical experience within a computer program and away from a clinical environment or classroom. This innovation makes simulation more accessible for learning, but also more challenging when it comes to providing a debriefing activity directly afterward by a facilitator. The purpose of debriefing is to afford learners the opportunity to reflect on the experience with a goal toward improvement. From the best practice standards, two recommendations stipulate that a debriefing session should occur soon after a simulation and should promote reflection. Self-debriefing is uniquely capable of providing a debrief immediately after a virtual simulation since self-debriefing does not rely on a facilitator's presence. However, little evidence exists on self-debriefing's ability to promote reflective thinking. The purpose of this dissertation was to explore evidence from a self-debriefing activity to determine the depth of reflection achieved as well as students' perceptions of the self-debriefing activity. A quantitative descriptive study was conducted to examine the depth of reflection from a self-debriefing activity. Levels of reflection were identified by rating students' written responses using a rubric designed for this purpose. In a qualitative descriptive study, students' perceptions of the self-debriefing activity were also explored through conventional content analysis of the data from individual interviews. The results from this research lend support for self-debriefing and may inform educators on design considerations of this type of debriefing to promote student reflection.
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Doctor of Philosophy (Ph.D.)
College of Nursing
Length of Campus-only Access
Doctoral Dissertation (Open Access)
MacKenna, Valorie, "Undergraduate Nursing Students' Depth of Reflection and Perceptions of Self-Debriefing Following Virtual Simulation: A Multi-method Descriptive Study" (2020). Electronic Theses and Dissertations, 2020-. 250.