{"title":"实习护士在模拟练习中同伴评估和汇报的价值。","authors":"Fiona Cust, K. Guest","doi":"10.1921/JPTS.V17I1.1330","DOIUrl":null,"url":null,"abstract":"Simulation is a widely recognised part of nurse education utilising clinical scenarios within a safe environment. However, a planned debriefing session is not always routinely part of this. This paper explores the experience of twenty undergraduate nursing students participating in a simulation exercise and being both peer assessed and peer debriefed by their fellow student cohort.","PeriodicalId":446723,"journal":{"name":"The Journal of practice teaching & learning","volume":"470 ","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Student Nurses values of peer assessment and debriefing within a simulation exercise.\",\"authors\":\"Fiona Cust, K. Guest\",\"doi\":\"10.1921/JPTS.V17I1.1330\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Simulation is a widely recognised part of nurse education utilising clinical scenarios within a safe environment. However, a planned debriefing session is not always routinely part of this. This paper explores the experience of twenty undergraduate nursing students participating in a simulation exercise and being both peer assessed and peer debriefed by their fellow student cohort.\",\"PeriodicalId\":446723,\"journal\":{\"name\":\"The Journal of practice teaching & learning\",\"volume\":\"470 \",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2020-02-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Journal of practice teaching & learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1921/JPTS.V17I1.1330\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of practice teaching & learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1921/JPTS.V17I1.1330","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Student Nurses values of peer assessment and debriefing within a simulation exercise.
Simulation is a widely recognised part of nurse education utilising clinical scenarios within a safe environment. However, a planned debriefing session is not always routinely part of this. This paper explores the experience of twenty undergraduate nursing students participating in a simulation exercise and being both peer assessed and peer debriefed by their fellow student cohort.
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