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首页> 外文期刊>Nursing & health sciences >Survey of factors influencing learner engagement with simulation debriefing among nursing students Survey of factors influencing learner engagement with simulation debriefing among nursing students
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Survey of factors influencing learner engagement with simulation debriefing among nursing students Survey of factors influencing learner engagement with simulation debriefing among nursing students

机译：影响学习者汇率汇率汇编的因素调查审查，影响学习者与仿制学生模拟汇报的因素调查

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Abstract Simulation‐based education has escalated worldwide, yet few studies have rigorously explored predictors of learner engagement with simulation debriefing. The purpose of this cross‐sectional, descriptive survey was to identify factors that determine learner engagement with simulation debriefing among nursing students. A convenience sample of 296 Korean nursing students enrolled in the simulation‐based course completed the survey. A total of five instruments were used: (i) Characteristics of Debriefing; (ii) Debriefing Assessment for Simulation in Healthcare – Student Version; (iii) The Korean version of the Simulation Design Scale; (iv) Communication Skills Scale; and (v) Clinical‐Based Stress Scale. Multiple regression analysis was performed using the variables to investigate the influencing factors. The results indicated that influencing factors of learning engagement with simulation debriefing were simulation design, confidentiality, stress, and number of students. Simulation design was the most important factor. Video‐assisted debriefing was not a significant factor affecting learner engagement. Educators should organize and conduct debriefing activities while considering these factors to effectively induce learner engagement. Further study is needed to identify the effects of debriefing sessions targeting learners' needs and considering situational factors on learning outcomes.
机译：摘要仿真教育已升级在全球范围内，但很少有研究严格探索了与模拟汇报的学习者参与的预测因素。这种横断面的描述性调查的目的是确定在护理学生中确定学习者参与的因素。韩国护理学生的便利样本纳入了基于仿真课程的课程完成了调查。共使用五种仪器：（i）汇报的特征; （ii）医疗保健中模拟的汇报评估 - 学生版; （iii）韩国版的仿真设计规模; （iv）沟通技巧规模; （v）基于临床的应力规模。使用变量进行多元回归分析来研究影响因素。结果表明，利用模拟汇报的学习参与的影响因素是模拟设计，机密性，压力和学生人数。仿真设计是最重要的因素。视频辅助汇报不是影响学习者参与的重要因素。教育工作者应在考虑这些因素的同时组织和行动汇报活动，以有效地诱发学习者参与。需要进一步研究以确定汇报会话针对学习者需求的效果，并考虑到学习成果的情境因素。

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