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Improving Ultrasound Simulation Education: Vascular Access Pubblico Deposited

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MLA citation style

Sparks, Michael D. Improving Ultrasound Simulation Education: Vascular Access. . 2022. https://mushare.marian.edu/concern/generic_works/50ca4421-b4d0-4821-a219-1751dd429776?locale=it

APA citation style

Sparks, Michael D. (2022). Improving Ultrasound Simulation Education: Vascular Access. https://mushare.marian.edu/concern/generic_works/50ca4421-b4d0-4821-a219-1751dd429776?locale=it

Chicago citation style

Sparks, Michael D. Improving Ultrasound Simulation Education: Vascular Access. 2022. https://mushare.marian.edu/concern/generic_works/50ca4421-b4d0-4821-a219-1751dd429776?locale=it

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Background: Throughout the last decade simulation education has become an integral part of healthcare education. Designing simulation training for educational programs takes careful consideration and thought to plan an effective and efficient design. To design an effective simulation and learning experience for students a standardized framework must be used. The Jeffries simulation framework can help design an effective simulation experience. Within the framework the debriefing component is listed as an essential variable of simulation design. Its impact on simulation education outcomes is presented in literature. The current simulation education practice at Marian University lacks a formal debriefing period following simulation testing. Purpose: The purpose of this project was to add a debriefing component to the current practice of ultrasound simulation education, and determine if students’ knowledge, confidence, and satisfaction increased. Methods: This DNP project used a quality improvement design. Quantitative data was collected with post-test questionnaires and surveys. The data was used to assess for differences in satisfaction, confidence, and knowledge scores between the experimental and control group. Implementation Plan/Procedure: 24 students were randomly divided in two groups. The control group received the current practice, and the experimental group received the current practice with the addition of a debriefing period based on the PEARLS debriefing model. Following each simulation every student was asked to fill out a post-test survey including a knowledge test and the NLN satisfaction and self-confidence survey. Implications/Conclusion: A debriefing period enhanced student knowledge (p = 0.00) and increase student self-confidence (p = 0.01). Debriefing periods should be added as fundamental components of US simulation education. This project shows that students in nurse anesthesia programs would benefit with the addition of a formal debriefing period after simulation testing.

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