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dc.contributor.advisorBindler, Ruth
dc.creatorPunch, Lee
dc.date.accessioned2013-03-27T17:44:25Z
dc.date.available2013-03-27T17:44:25Z
dc.date.issued3/27/2013
dc.identifier.urihttp://hdl.handle.net/2376/4252
dc.descriptionThesis (M.Nurs.), College of Nursing, Washington State Universityen_US
dc.description.abstract“Objective perspective” and “genuine curiosity” are key phrases by authors of The 3D model of Debriefing: Defusing, Discovering and Deepening, based on Kolb’s theory of experiential learning. These phrases represent a mindset, attitude and education base that is necessary for successful debriefing after nurse simulations. Nurse educators use this type of learning most often for practical application of skills and knowledge. Experiential learning is used in the clinical setting with real patients and recently used for simulation training in a controlled laboratory atmosphere disguised as a patient room in a hospital or clinic setting. Education and training for simulation use is different from traditional practical application learning as the laboratory is a controlled environment that enhances learning and limits safety concerns for the patient. Utilizing a literature search as evidence, data are shown to demonstrate the art and science of debriefing and the need for specific nurse educator training for the current and future nurse educator faculty.en_US
dc.languageEnglish
dc.rightsCreative Commons Attribution-NonCommercial-ShareAlike 3.0 United States (CC BY-NC-SA 3.0 US)
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us
dc.titleNURSING SIMULATION: THE ART AND SCIENCE OF DEBRIEFING WITH A DEMONSTRATION FOR ADVANCED EDUCATION
dc.typeText
dc.typeElectronic Thesis or Dissertation
dc.typeResearch Project


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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States (CC BY-NC-SA 3.0 US)
Except where otherwise noted, this item's license is described as Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States (CC BY-NC-SA 3.0 US)