Browsing by Author "Naidoo, Preevan"
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- ItemParamedic students’ experience of simulation debriefing(Stellenbosch : Stellenbosch University, 2021-12) Naidoo, Preevan; Van Schalkwyk, Susan Camilla; Van der Merwe, Charmaine; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Health Professions Education.ENGLISH SUMMARY : Debriefing the learning experience of paramedic students during simulations is imperative for learning. Yet, it is under-researched and often overlooked. The limited research exploring simulation debriefing in a paramedic context inspired this qualitative research study. The study aimed to investigate how final year Bachelor of Emergency Care (BEMC) students at the Cape Peninsula University of Technology’s Department of Emergency Medical Care (CPUT DEMS) experienced their simulation debriefings and the dimensions of the debrief they found valuable. In this small-scale study, informed by a constructivist paradigm, I undertook an exploratory approach to answer the research question. By way of convenience sampling, all of the fourth-year BEMC paramedic students of the CPUT DEMS, registered for the 2019 academic year, were invited to participate in this research study. Eight students positively responded to the invite (n=8). Individual, semi-structured interviews were conducted using a video conferencing platform. The voice recordings taken from the interviews were self-transcribed verbatim, organised and sorted. Braun and Clarkes’ (2006) six steps to thematic analysis were followed to analyse the data. The data was coded. The first round of coding was completed using a ‘soft eye’. Initial codes were revisited, refined or merged to avoid codes that were similar or overlapping. Throughout the study, steps were taken to ensure that the data was credible, transferable, dependable, and confirmable. The study revealed four themes: the debrief as an opportunity for learning; enablers for learning during the debrief; barriers restricting learning during the debrief; and students’ expectations from the debrief. The findings revealed that debriefing enhanced learning, bridged the theory-practice gap, encouraged self-improvement, promoted a student-centred learning approach and, ultimately, promoted reflective practitioners thus encouraging students to become lifelong learners. The findings also highlighted the learning barriers during the debrief but recommendations were provided suggesting how to improve the practice of post-simulation debriefing to enhance learning.