COMPARING STUDENT AND NP FACULTY SIMULATION SATISFACTION AND CONFIDENCE FOLLOWING DEBRIEFING

The utilization of simulation technology can increase critical thinking, as well as advance practice skills, satisfaction and confidence in learning. The purpose of this research was to evaluate the impact of in-person student debriefing on students and NP faculty confidence and satisfaction in student learning utilizing standardized patient simulation. The study was open to the 50 enrolled students and 10 faculty participating in the summative SP simulation for advanced health assessment at Pace University’s Pleasantville campus. Students were randomly selected to undergo in-person debriefing by faculty. After simulation, students and faculty participated in a survey. Of the 33 students, 15 (45%) were provided in person debriefing. Four (40%) faculty participated in the survey. In general, both students and faculty were satisfied and confident with learning after completion of a SP summative simulation. The was no statistically significant difference in student satisfaction or confidence between students who were debriefed in person and students who were not debriefed in person. Differences in faculty satisfaction and confidence in student learning could not be measured.