Background: Debriefing is essential in simulation-based learning for nursing students, fostering critical thinking and clinical reasoning. The “Gather Analyze Summarize” (GAS) tool is a self-debriefing instrument, yet there is limited research on its effectiveness from the student perspective. Aim: This study aimed to evaluate first-year Bachelor of Science in Nursing (BScN) students’ experiences with the GAS tool after simulation sessions. Methods: Data were collected cross-sectionally and through an electronic survey using the User Experience Questionnaire (UEQ) to assess the GAS tool experience. Structural equation modelling was used to analyze the relationships between experience factors. Results: 151 nursing students were enrolled. The results indicated high satisfaction with the GAS. University satisfaction was a significant predictor of a positive experience with the GAS (Estimate = 0.45, p < 0.001), while age had a minor negative effect (Estimate = -0.18, p = 0.042). Conclusions: The GAS tool was positively perceived as an effective self-debriefing method in simulation practice, enhancing critical thinking. Enhancing the tool's reliability across other dimensions could improve overall student satisfaction and learning outcomes.
Evaluating the gather analyse summarize self-debriefing model in nursing students after simulation: a cross-sectional study
Belloni, Silvia;Vangone, Ida;Magon, Arianna;Merlo, Maria Grazia;Arrigoni, Cristina
2025-01-01
Abstract
Background: Debriefing is essential in simulation-based learning for nursing students, fostering critical thinking and clinical reasoning. The “Gather Analyze Summarize” (GAS) tool is a self-debriefing instrument, yet there is limited research on its effectiveness from the student perspective. Aim: This study aimed to evaluate first-year Bachelor of Science in Nursing (BScN) students’ experiences with the GAS tool after simulation sessions. Methods: Data were collected cross-sectionally and through an electronic survey using the User Experience Questionnaire (UEQ) to assess the GAS tool experience. Structural equation modelling was used to analyze the relationships between experience factors. Results: 151 nursing students were enrolled. The results indicated high satisfaction with the GAS. University satisfaction was a significant predictor of a positive experience with the GAS (Estimate = 0.45, p < 0.001), while age had a minor negative effect (Estimate = -0.18, p = 0.042). Conclusions: The GAS tool was positively perceived as an effective self-debriefing method in simulation practice, enhancing critical thinking. Enhancing the tool's reliability across other dimensions could improve overall student satisfaction and learning outcomes.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
