The Correlation between Ratings on Debriefing Sessions and the Amount of Time the Instructor spends “Teaching” versus “Talking” during the Debriefing

Authors

Michelle Herring, Brigham Young University
Dr. Shelly Reed, Brigham Young University

Keywords

debriefing sessions, teaching versus talking, Debriefing Experience Scale, DES

College

Nursing

Abstract

Simulation has become and integral part of the nursing students curriculum (Reed, 2012, Neill & Wotton. 2011). Debriefing is an important part of the simulation experience where processing and further learning is achieved (Reed, 2012). Debriefing periods may be limited (Dreifurest & Decker, 2012), thus it is wise to use the available time efficiently and efficaciously. The Debriefing Experience Scale (DES) debriefing tool is a method of evaluating the debriefing period (Reed, 2012). Many instructors are taught how to teach and instruct, but may still be developing their debriefing skills. This project will help the teacher compare his or her teaching time and the perceived evaluation of the debriefing. This project will help to identify the most useful teaching versus talking time by the instructor. This information will lead to an increase in efficient teaching methods and tools in the debriefing period.

Recommended Citation

Herring, Michelle and Reed, Dr. Shelly (2014) "The Correlation between Ratings on Debriefing Sessions and the Amount of Time the Instructor spends “Teaching” versus “Talking” during the Debriefing," Journal of Undergraduate Research: Vol. 2014: Iss. 1, Article 1039.
Available at: https://scholarsarchive.byu.edu/jur/vol2014/iss1/1039