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Nursing students' perceptions of learning after High Fidelity simulation: Effects of a Three-step Post-Simulation Reflection Model
Luleå University of Technology, Department of Health Sciences, Medical Science.
Luleå University of Technology, Department of Health Sciences, Medical Science.ORCID iD: 0000-0002-1655-6658
Luleå University of Technology, Department of Health Sciences, Nursing Care.ORCID iD: 0000-0001-6244-6401
2016 (English)In: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 40, p. 219-224Article in journal (Refereed) Published
Abstract [en]

High-fidelity simulation (HFS) has become a bridge between theoretical knowledge and practical skills. A safe and realistic environment is commonly used in nursing education to improve cognitive, affective and psychomotor abilities. Debriefing following a simulation experience provides opportunities for students to analyse and begin to reflect upon their decisions, actions and results. The nursing literature highlights the need to promote the concept of reflective practice and to assist students in reflection, and research indicates the need to refine and develop debriefing strategies, which is the focus of the current paper.

Place, publisher, year, edition, pages
2016. Vol. 40, p. 219-224
National Category
Other Health Sciences Nursing
Research subject
Health Science; Nursing
Identifiers
URN: urn:nbn:se:ltu:diva-15149DOI: 10.1016/j.nedt.2016.03.011ISI: 000376051200035PubMedID: 27125176Scopus ID: 2-s2.0-84961885099Local ID: ea0cd235-2b70-49d1-bac2-e339806cb963OAI: oai:DiVA.org:ltu-15149DiVA, id: diva2:988122
Note

Validerad; 2016; Nivå 2; 20160315 (andbra)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved

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Lestander, ÖrjanLehto, NiklasEngström, Åsa

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CiteExportLink to record
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Citation style
  • apa
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