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Comparison of instructor‐led versus peer‐led debriefing in nursing students

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  • Young Sook Roh
  • Michelle Kelly
  • Eun Ho Ha

Abstract

Despite its widespread support, the most effective simulation‐based debriefing method has little evidence to support its efficacy. In this study, we compared the effect of peer‐led and instructor‐led debriefing among nursing students. The study was conducted with a non‐equivalent control group using a pretest–post‐test design. A convenience sample of third‐year nursing students was used for the study, where 65 students enrolled in a 2‐week clinical placement rotation were randomly assigned to the instructor‐led group or peer‐led group. The quality of cardiopulmonary resuscitation skills, satisfaction with simulation, and quality of debriefing in the peer‐led group were compared to those in the instructor‐led group. Group differences at each testing interval were analyzed using independent t‐test. Nursing students in the instructor‐led debriefing group showed better subsequent cardiopulmonary resuscitation performance, more satisfaction with simulation experience, and higher debriefing scores compared to the peer‐led group. From our study, instructor‐led debriefing is an effective method in improving skills performance, inducing favorable satisfaction, and providing better quality of debriefing among nursing students.

Suggested Citation

  • Young Sook Roh & Michelle Kelly & Eun Ho Ha, 2016. "Comparison of instructor‐led versus peer‐led debriefing in nursing students," Nursing & Health Sciences, John Wiley & Sons, vol. 18(2), pages 238-245, June.
    • Handle: RePEc:wly:nuhsci:v:18:y:2016:i:2:p:238-245
    DOI: 10.1111/nhs.12259
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    Cited by:

    1. Young Sook Roh & Kie In Jang, 2017. "Survey of factors influencing learner engagement with simulation debriefing among nursing students," Nursing & Health Sciences, John Wiley & Sons, vol. 19(4), pages 485-491, December.

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