Student nurses’ values of peer assessment and debriefing within a simulation exercise
DOI:
https://doi.org/10.1921/jpts.v17i1.1437Abstract
Simulation is a widely recognised part of nurse education utilising clinical scenarios within a safe environment. However, a planned de-briefing session is not always routinely part of this. All simulation-based learning experiences should include a de-briefing aimed at promoting reflective thinking. Reflection is a valuable part of any learning experience and can lead to new interpretations by the learner. Peer assessment and peer debriefing, although not widely researched, has been demonstrated to be a positive learning experience which fosters a relaxed, yet focused environment amongst nursing students as they feel more at ease with their own peer group. This paper explores the experiences of twenty undergraduate nursing students participating in a simulated exercise and being both peer assessed, and peer de-briefed by their fellow student cohort.
This paper demonstrates the value of peer assessment and the importance of a structured de-briefing following a simulated exercise.
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Copyright lies with the journal. Enquiries regarding reproduction should be sent in the first place to enquiries@whitingbirch.net.Accepted 2020-07-22
Published 2020-08-28
