Document Type

Dissertation - Open Access

Award Date

2021

Degree Name

Doctor of Philosophy (PhD)

Department

Graduate Nursing

First Advisor

Heidi Mennenga

Keywords

Briefing, Clinical Competency, Concept Analysis, Nursing Education, Prebriefing, Simulation

Abstract

Simulation has become a widely used teaching modality in nursing education. Simulation consists of three phases: prebriefing, the scenario, and debriefing. Prebriefing is the first phase of simulation where participants get orientation and information needed for the simulation. There is a gap in the literature on the prebriefing phase of simulation and information to guide educators and simulation facilitators on best practices in prebriefing. Therefore, it was necessary to conduct a concept analysis on prebriefing in healthcare simulation to clarify prebriefing practices. Using Walker and Avant’s concept analysis method, two identifying attributes of prebriefing were found. Then cases, antecedents, consequences, and empirical referents were identified to clarify the concept. Finally, a definition of prebriefing was developed for use in simulation education and research. The Clinical and Simulation General Self-Efficacy Scale (CSGSES), used in the dissertation research, needed further evidence of validity and reliability. Therefore, the CSGSES was evaluated for face, content, construct, concurrent validity, and internal consistency, and test-retest stability reliability. This resulted in the Revised CSGSES, which showed evidence of acceptable reliability and validity in the sample assessed, to measure nursing student self-efficacy in clinical and simulation. The concept analysis and Revised CSGSES were used in the final dissertation research, The Impact of Self-Efficacy Based Prebriefing on Nursing Student Clinical Competency and Self-Efficacy in Simulation: A Quasi-Experimental Study. This study used a quasi-experimental design to examine the effects of a prebriefing model based on self-efficacy theory on nursing student self-efficacy and clinical competency in simulation. The experimental group exhibited statistically significant higher self-efficacy and clinical competency when receiving prebriefing per the prebriefing model based on self-efficacy. Collectively, these results highlight the critical role prebriefing plays in the simulation process. Furthermore, these manuscripts highlight the effects prebriefing can have in promoting student outcomes in simulation.

Number of Pages

96

Publisher

South Dakota State University

Rights

Copyright © 2021 Brittany Brennan

Available for download on Friday, June 14, 2024

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