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Attitudes toward Video-Assisted Debriefing after simulation in undergraduate nursing students: an application of Q
1Red Cross College of Nursing, Chung-Ang University, 84 Heukseok-Ro, Dongjak-Go, Seoul 156-756, Republic of Korea.
Background:
Video-Assisted Debriefing (VAD) provides an affirmative self-reflection through reviewing what went right, what went wrong, what had to be done, and what should be done in the future.
Objective:
To identify attitudes toward Video-Assisted Debriefing after a simulation in undergraduate nursing students.
Design:
Q-methodology, which has been identified as a method for the analysis of subjective viewpoints and to have the strengths of both qualitative and quantitative methods, was used.
Setting:
College of Nursing in Seoul.
Participants:
A convenience P-sample consisting of 44 third-year undergraduate nursing students.
Methods:
Thirty-nine selected Q-statements from each of 44 participants (P-sample) were classified into the shape of a normal distribution using a 9-point bipolar scale from -4 for strongly disagree to +4 for strongly agree. The collected data were analyzed using the pc-QUANL program.
Results:
Three discrete factors emerged: Factor I (VAD helps self-reflection; strategic view), Factor II (VAD makes us tired and humiliated; reluctant view), and Factor III (VAD boosts self-confidence; forward view).
Conclusion:
The findings could be used as a cornerstone for application of customized debriefing method to undergraduate nursing students. Debriefing techniques considering student's individual learning style.
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