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Use of the Debriefing Assessment in Healthcare Simulation (DASH)© in Speech-Language Pathology Clinical Simulation Learning Experiences

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Bibliographic Details
Title: Use of the Debriefing Assessment in Healthcare Simulation (DASH)© in Speech-Language Pathology Clinical Simulation Learning Experiences
Language: English
Authors: Joseph, Jenica (ORCID 0000-0002-4682-6612), Shilling, Tammy (ORCID 0000-0001-8775-7724), Ferguson, Heather L. (ORCID 0000-0003-2056-2695), Kijai, Jimmy (ORCID 0000-0002-5224-7027)
Source: Journal of Research on Christian Education. 2023 32(1-2):65-83.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Speech Language Pathology, Allied Health Personnel, Clinical Experience, Simulation, Learning Experience, Formative Evaluation
DOI: 10.1080/10656219.2023.2245933
ISSN: 1065-6219
1934-4945
Abstract: Research indicates facilitated debriefing is more effective than non-facilitated debriefing. However, limited published work on this topic exists within communication sciences and disorders. This study investigates speech-language pathology clinical simulation experiences examining formative assessment of debriefing sessions. Two groups of graduate students were compared to assess students' perceptions of simulated learning experiences over 6 consecutive weeks. Although no significant changes were noted, stability between-group ratings indicate students entered this experience with practical clinical skills. Future studies may consider students' ability to apply previous knowledge compared to those with no previous clinical experience.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1400404
Database: ERIC
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Description
Abstract:Research indicates facilitated debriefing is more effective than non-facilitated debriefing. However, limited published work on this topic exists within communication sciences and disorders. This study investigates speech-language pathology clinical simulation experiences examining formative assessment of debriefing sessions. Two groups of graduate students were compared to assess students' perceptions of simulated learning experiences over 6 consecutive weeks. Although no significant changes were noted, stability between-group ratings indicate students entered this experience with practical clinical skills. Future studies may consider students' ability to apply previous knowledge compared to those with no previous clinical experience.
ISSN:1065-6219
1934-4945
DOI:10.1080/10656219.2023.2245933