Comparative analysis of nursing students’ reflection levels before and after debriefing in simulation training in South Korea: qualitative analysis design
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Purpose: To measure the level of reflection, this study analyzes diaries written by thirdyearnursing students before and after the debriefing stage in simulation training. Aqualitative study using diary entries from 15 nursing students to explore reflectiondepth. Methods: Students engaged in simulation training and the debriefing stage, documentingtheir reflections in diaries. Before and after debriefing, reflections were ratedfrom Level 1 (reflectivity) to Level 7 (theoretical reflectivity). Results: The total numberof reflection levels rose significantly from 545 to 829 post-debriefing, enhancing higher-orderreflection.The shift signifies a move from superficial to deep reflection, highlightingdebriefing’s role in fostering critical thinking. Conclusion: The findings underscorethe critical role of debriefing in enhancing reflective thinking in nursing education. There is a demonstrated need for further research into the specific elements of debriefingthat are most effective at promoting deep reflection. Future studies should conduct comparativeanalyses of different debriefing methods and approaches across various educationalsettings. This research could lay the foundation for designing more effective debriefingstrategies that foster critical thinking and improve learning outcomes in nursingeducation.
Abstract
Purpose: To measure the level of reflection, this study analyzes diaries written by thirdyearnursing students before and after the debriefing stage in simulation training. Aqualitative study using diary entries from 15 nursing students to explore reflectiondepth. Methods: Students engaged in simulation training and the debriefing stage, documentingtheir reflections in diaries. Before and after debriefing, reflections were ratedfrom Level 1 (reflectivity) to Level 7 (theoretical reflectivity). Results: The total numberof reflection levels rose significantly from 545 to 829 post-debriefing, enhancing higher-orderreflection.The shift signifies a move from superficial to deep reflection, highlightingdebriefing’s role in fostering critical thinking. Conclusion: The findings underscorethe critical role of debriefing in enhancing reflective thinking in nursing education. There is a demonstrated need for further research into the specific elements of debriefingthat are most effective at promoting deep reflection. Future studies should conduct comparativeanalyses of different debriefing methods and approaches across various educationalsettings. This research could lay the foundation for designing more effective debriefingstrategies that foster critical thinking and improve learning outcomes in nursingeducation.
참고문헌 (22)
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