Comparing the learning effects of debriefing modalities for the care of premature infants
Abstract
The aim of this study was to compare the learning effects of debriefing methods used in the simulation of prematurity care by measuring: (i) academic self‐efficacy; (ii) confidence in performance; (iii) self‐assessed communication skills; and (iv) satisfaction. We employed a quasi‐experimental design with three experimental groups that experienced instructor‐directed, self‐directed, and video‐assisted, self‐directed debriefing, respectively....
Paper Details
Title
Comparing the learning effects of debriefing modalities for the care of premature infants
Published Date
Dec 3, 2019
Journal
Volume
22
Issue
2
Pages
243 - 253
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