Use of the Debriefing Assessment in Healthcare Simulation (DASH)^© in Speech-Language Pathology Clinical Simulation Learning Experiences

Authors

Jenica Joseph, Andrews UniversityFollow
Tammy Shilling, Andrews UniversityFollow
Heather L. Ferguson, Andrews UniversityFollow
Jimmy Kijai, Andrews UniversityFollow

Document Type

Article

Publication Date

8-22-2023

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

Population Health, Nutrition & Wellness

Third Department

College of Health & Human Services

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. 5031.
https://digitalcommons.andrews.edu/pubs/5031