AJHW抄録（英文）
https://doi.org/10.24552/00002156 ©青森県立保健大学
Evaluation of curriculum
A trial to enhance full-scale simulation-based education at a nursing university. Part II: Reflecting on debriefing using a GAS model
Shotaro Koike, Takeaki Chiba, Tomomi Honma, Yumiko Fukuoka and Emiko Kimura
Department of Nursing, Faculty of Health Sciences, Aomori University of Health and Welfare
（Recieved March 18, 2020; Accepted July 28, 2020）
ABSTRACT
［Objective］In full-scale simulation-based education, although debriefing is considered particularly important, reports on the relationship between teachers who perform debriefing and students, or reports on reflecting on this situation have been scarcely published. Accordingly, in this article, we present a debriefing from an actual full-scale simulation-based education and report our investigation of whether the teacher covered all aspects of the GAS model, and whether students achieved learning goals, in the debriefing conducted.
［Methods］We firstly recorded discussions in a debriefing between one nursing teacher (facilitator) and two nursing students. We made a verbatim transcript of the recording, categorized the facilitator's questions using a GAS model, and then analyzed whether all areas of GAS were covered. We finally analyzed whether students achieved the learning goals based on their comments.
［Results］In debriefing, the facilitator's questions covered all areas of the GAS model and all the two students achieved their learning goals.
［Conclusions］Reflecting on debriefing using a GAS model, made it possible for the facilitator to reflect on whether they asked the questions necessary to achieve the learning goals and whether these questions led to the achievement of the learning goals. Therefore, we would like to continue to look back using a GAS model and other models when conducting simulation education, in order to improve teacher's debriefing skills.
Key words: simulation-based education, full-scale simulation, debriefing, GAS model, nursing training
