시뮬레이션 팀기반 디브리핑이 보건의료계열 대학생의 임상추론, 비판적 사고 및 학습만족도에 미치는 영향

Abstract

With the recent increase in simulation in the field of health profession education, the standardized guidelines for debriefing are required. The purpose of this study was to identify the effects of team-based debriefing in simulation on clinical judgement, critical thinking and learning satisfaction of undergraduate health profession students. This study was conducted from March 2 to April 20, 2022. This study was used a one-group, pretest-posttest, quasi-experimental design. The subjects were third-year students in the department of nursing and dental hygiene at a university in S city. A total of 12 undergraduate students studying health professions wished to voluntary participate in a course called “Senior Care Convergence Clinical Practicum” for this study. The subjects were divided into three small groups with three nursing students and one dental hygiene student, and participated in team-based debriefing in simulation for senior care. Team-based debriefing was based on Tanner’s Clinical Judgement Model (noticing-interpreting-responding-reflecting). Data was collected by a structured questionnaires including clinical judgement rubrics, critical thinking scale and learning satisfaction numeric rating scale (1-10). The pre- and post- surveys took about 5 minutes. Data analysis was performed descriptive statistics, Cronbach’s α coefficient and Wilcoxon Signed Rank Test using SPSS Statistics Ver. 22.0. The Results showed that there was a statistically significant increase in the subjects’ clinical judgement (Z=2.76, p=.006) and critical thinking (Z=2.94, p=.003) after participating team-based debriefing in simulation. Especially, posttest value (Mean±SD : 34.33±3.26) of clinical judgement had increased compared to pretest value (Mean±SD : 30.50±1.88), and posttest value (Mean±SD : 106.08±11.03) of critical thinking had increased compared to pretest value (Mean±SD : 98.00±8.75). Learning satisfaction after participating team-based debriefing in simulation was 9.92±0.29 points out of 10 points. Accordingly, this study suggest that team-based debriefing in simulation contribute to enhancing clinical judgement and critical thinking as core competencies of health profession students. Accordingly, this study suggested the future study for development of team-based debriefing guideline, based on these findings.