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Giyon Kim1, S Barry Issenberg, Young Sook Roh

  • 1Author Affiliations: Professor (Dr Kim), Yonsei University, Wonju College of Nursing, Ilsan-ro, Wonjuju-si, Gangwon-do, Republic of Korea; Professor (Dr Issenberg), University of Miami Miller School of Medicine, Miami, Florida; and Professor (Dr Roh), Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea.

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This summary is machine-generated.

Effective simulation debriefing for nursing students hinges on process design and communication. Improving interactions between students and instructors fosters crucial reflective thinking skills.

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Area of Science:

  • Nursing Education
  • Simulation-Based Learning
  • Reflective Practice

Background:

  • Reflective thinking is vital for learning during simulation debriefing.
  • Factors influencing reflective thinking in this context are not well understood.

Purpose of the Study:

  • To identify factors that influence reflective thinking in nursing students during simulation debriefing.

Main Methods:

  • Cross-sectional descriptive survey design.
  • 198 Korean nursing students completed a web-based questionnaire.
  • Multiple regression analysis was used to identify influencing factors.

Main Results:

  • Debriefing process design, learner communication skills, student-to-student, and instructor-to-student interactions significantly affected reflective thinking.
  • Psychological safety did not show a significant impact on reflective thinking.

Conclusions:

  • Nurse educators should focus on optimizing debriefing processes and communication strategies.
  • Facilitating student-student and instructor-student interactions is key to enhancing reflective thinking in simulation debriefing.