The Application Of The Debriefing In The Course Of Basic Nursing Simulation-based Teaching

Objective:At first,based on the Experiential Learning Theory to formulate the implementation scheme of debriefing; Secondly,After high simulation teaching,he debriefing process based on experience learning theory has been uesd in the nursing undergraduates,then compared the effectivess with the traditional teaching;Thirdly,sum up the experience, and provide a certain basis for debriefing to carry out teaching.Methods:1.By random cluster sampling to grade 2012 nursing undergraduate students in 10 classes, extract 6 classes, as the control group, four classes as the experimental group,experimental group using debreifing basded on the experiential learning theory, the control group using traditional teaching(teacher evaluation summary), two groups of the ECS scene simulation teaching process, the content is the same.2.By using the Chinese version of "critical thinking attitude tendency scale","general self-efficacy scale and basic data questionnaire analysis to investigate the nursing students, after-class evaluation and application of scale effect is analyzed and the experimental group leading debriefing feedback questionnaire, to survey the student about the debriefing comments and suggestions.3.Using the SPSS17.0 statistical software package, statistical description, t-test,chi-square statistic method to deal with data.Results:1.This trial group and control group before and after teaching, nursing students quantity has no changes in the two groups.The general data comparison of nursing students, there was no statistically significant difference(P > 0.05), showed that two groups of baseline data of nursing students is balanced and comparable.2.The general self-efficacy of baseline comparison between with two groups of nursing students, there is no statistically significant difference(P > 0.05), after the implementation of debriefing teaching, general self-efficacy scores of two groups of nursing students, the difference is statistically significant(P< 0.05), the two groups before and after their self-efficacy compared commonly, differences were statistically significant(P<0.05), but from the difference between the two groups, the general self-efficacy of experimental group is improved fastly.3.The critical thinking ability of two groups of nursing students baseline comparison,find the truth, open mind, analytical, systematic ability self-confidence, curiosity,maturity, and grade level, there was no statistically significant difference(P > 0.05).After the implementation of debriefing, the critical thinking ability of two groups nursing students difference comparison of various dimensions and the overall comparison, the difference had statistical significance(P < 0.01), the critical thinking ability of trial group is better than the control group; the critical thinking ability of two groups nursing students, each dimension and the total score, the difference has statistical significance(P<0.01), the critical thinking ability of trial group is better than the control group.Compare two groups of nursing students group,the critical thinking ability of two groups nursing students in each dimension and the total score, the difference had statistical significance(P < 0.01), which indicates that the debriefing application of ECS simulation teaching is conducive to the development of critical thinking of nursing students.4.After the ECS simulation examination, compared the score between two groups nursing students, the assessment result more difference was statistically significant(P <0.01), the achievement of nursing students of experimental group is better than the control group.5.The debriefing questionnaire survey results: nursing students of this teaching mode on the whole,nursing students have a positive attitude: teaching, experimental teaching effect evaluation results showed that 97.8% of nursing students agree to debriefing applying on the high way simulation experiment teaching, most of the nursing students reflect that the teaching method is good for nursing students to acctive study, that nursing students hold a positive attitude to this kind of teaching method in general.6.According to the results of the interview outline of qualitative interviews, summed up and analyzed,most of the nursing students satisfied with the teaching effect of the debriefing teaching style,and put forward some valuable suggestions leading the implementation of the feedback in the future,especially the timing of the implementation of debriefing and suggests show the effects of different time.Conclusion:1.The debriefing process based on the experiential learning theory can enhance the general self-efficacy of and improve the critical thinking ability nursing students.2.Based on the theory of learning experience leading debriefing can be conducive to the ECS simulation teaching of teaching effect, for the ECS should be high simulation teaching plan provides the basis for the further improvement.