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시뮬레이션 교육에서 디브리핑 중재가 간호대학생의 임상수행능력에 미치는 효과: 체계적 문헌고찰 및 메타분석.

Purpose: This study aimed to determine the effect of debriefing interventions on clinical competence in nursing students. Methods: A systematic review with a meta-analysis was conducted. Korean and English studies were retrieved from eight databases: KERIS, KISS, KoreaMed, NDSL, CINAHL, Cochrane Lib...

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Publicado en:Journal of Korean Academy of Fundamentals of Nursing Vol. 29; no. 4; pp. 399 - 416
Autores principales: 송 영숙, 박 슭
Formato: meta analysis research systematic review tables/charts Journal Article
Publicado: Korean Academy of Fundamentals of Nursing Nov2022
Acceso en línea:Ver este registro en EBSCOhost
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      dt: Nov2022
      vid: 29
      iid: 4
      pid: 72189
      pub: Korean Academy of Fundamentals of Nursing
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        160520286
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        10.7739/jkafn.2022.29.4.399
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        atl: 시뮬레이션 교육에서 디브리핑 중재가 간호대학생의 임상수행능력에 미치는 효과: 체계적 문헌고찰 및 메타분석.
      aug:
        au:
          송 영숙
          박 슭
        affil: Professor, College of Nursing, Kyungpook National University, Daegu, Korea
      sug:
        subj:
          Simulations
          Education, Nursing
          Students, Nursing
          Crisis Intervention
          Clinical Competence
          Human
          Systematic Review
          Meta Analysis
          CINAHL Database
          Cochrane Library
          Embase
          PubMed
          Descriptive Statistics
          Confidence Intervals
          Analysis of Variance
      ab: Purpose: This study aimed to determine the effect of debriefing interventions on clinical competence in nursing students. Methods: A systematic review with a meta-analysis was conducted. Korean and English studies were retrieved from eight databases: KERIS, KISS, KoreaMed, NDSL, CINAHL, Cochrane Library, EMbase, and PubMed through January 2022. Fifteen studies were selected for the meta-analysis based on the inclusion criteria and low risk of bias. The data was analyzed using RevMan 5.3. and R software 3.6.2. Results: Most studies had a low risk of bias. Debriefing intervention in simulation-based education were found to be significantly effective compared to the control groups on clinical competence(Hedges'g=1.06, 95% CI=0.73~1.39, p<.001). In addition, the length of the debriefing intervention influenced the heterogeneity in the meta-ANOVA. Conclusion: Debriefing intervention in simulation-based education help improve nursing students' clinical competence in nursing students. Futhermore, our findings suggest that nursing educators should consider the length of debriefing for nursing students to improve their clinical competence.
      pubtype: Academic Journal
      doctype:
        meta analysis
        research
        systematic review
        tables/charts
        Journal Article
      ougenre: Article
    language: Korean
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