Paramedic students’ experience of simulation debriefing

Naidoo, Preevan (2021-12)

Thesis (MPhil)--Stellenbosch University, 2021.

Thesis

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.

AFRIKAANSE OPSOMMING : Dit is noodsaaklik vir leerdoeleindes dat paramediese studente se leerervaring gedurende ʼn simulasie ontleed word1. Die simulasie-ontleding word egter dikwels onvoldoende nagevors en oor die hoof gesien. Die beperkte navorsing oor simulasie-ontleding in ʼn paramediese konteks is die inspirasie vir hierdie kwalitatiewe navorsingstudie. Die studie beoog om te ondersoek hoe finalejaar studente wat ingeskryf is vir ʼn Baccalaureus in Noodsorg (BEMC) aan die Kaapse Skiereiland Universiteit vir Tegnologie se Departement van Mediese Noodsorg (CPUT DEMS) hul simulasie-ontledings ervaar. ʼn Verdere doel was om te ondersoek watter dimensies van die ontleding deur die studente as waardevol ervaar is. Hierdie kleinskaalse studie, ingelig deur ʼn konstruktivistiese paradigma, het ʼn ondersoekende benadering gevolg om die navorsingsvraag te beantwoord. By wyse van gerieflikheidsteekproefneming is al die vierdejaar BEMC paramediese studente van die CPUT DEMS, wat vir die akademiese jaar 2019 geregistreer is, genooi om aan hierdie navorsingstudie deel te neem. Agt studente het positief op die uitnodiging gereageer (n= 8). Individuele, semi-gestruktureerde onderhoude is gevoer met behulp van ʼn videokonferensieplatform. Die klankopnames van die onderhoude, is deur die navorser woordeliks getranskribeer, georganiseer en gerangskik. Braun en Clarke (2006) se ses stappe van tematiese analise is gevolg om die data te analiseer. Die data is gekodeer. Die eerste rondte van koderings is voltooi met ʼn ‘sagte oog’. Aanvanklike kodes is hersien, verfyn of saamgevoeg om kodes wat soortgelyk is of oorvleuel, te vermy. Gedurende die studie is stappe geneem om te verseker dat die data geloofwaardig, oordraagbaar, betroubaar en bevestigbaar is. Die studie het vier temas aan die lig gebring: die ontleding as ʼn geleentheid om te leer; bemagtigers vir leer gedurende die ontleding; hindernisse wat leer beperk tydens die ontleding; en studente se verwagtings van die ontleding. Die bevindinge het getoon dat die ontleding lei tot verbeterde leer, die oorbrugging van die gaping tussen teorie en praktyk, selfverbetering, die bevordering van ʼn studentgesentreerde leerbenadering en uiteindelik die bevordering van reflektiewe praktisyns om studente aan te moedig om lewenslange leerders te word. Die bevindinge beklemtoon ook die leerhindernisse tydens die ontleding, maar aanbevelings uit die studie dui aan hoe om die praktyk van post-simulasie-ontleding te verbeter ten einde om leer te verbeter.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/123770
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