Use of the Debriefing Assessment in Healthcare Simulation (DASH)© in Speech-Language Pathology Clinical Simulation Learning Experiences
Document Type
Article
Publication Date
1-1-2023
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.
Journal Title
Journal of Research on Christian Education
Volume
32
Issue
1-2
First Page
65
Last Page
83
DOI
https://doi.org/10.1080/10656219.2023.2245933
First Department
Communication Sciences & Disorders
Second Department
Graduate Psychology and Counseling
Recommended Citation
Joseph, Jenica; Shilling, Tammy; Ferguson, Heather L.; and Kijai, Jimmy, "Use of the Debriefing Assessment in Healthcare Simulation (DASH)© in Speech-Language Pathology Clinical Simulation Learning Experiences" (2023). Faculty Publications. 4972.
https://digitalcommons.andrews.edu/pubs/4972