| 1. Prereading assignments prepared me for the salicylate toxicity simulation activity. |
0% |
4% |
9% |
48% |
39% |
| 2. Briefing before the simulation was beneficial. |
2% |
2% |
36% |
35% |
26% |
| 3. Briefing before the simulation increased my confidence. |
2% |
5% |
44% |
34% |
15% |
| 4. During the simulation, I had the opportunity to practice my clinical decision-making skills. |
0% |
0% |
8% |
33% |
59% |
| 5. During the simulation, I had the opportunity to experience how time pressure can affect my clinical decision-making skills. |
0% |
3% |
8% |
23% |
66% |
| 6. During the simulation, I had the opportunity to work as part of a health care team. |
0% |
2% |
3% |
18% |
77% |
| 7. I am more confident in my ability to report information to my health care team. |
0% |
4% |
6% |
51% |
39% |
| 8. I am more confident in my understanding of the pathophysiology of salicylate toxicity. |
0% |
2% |
0% |
38% |
60% |
| 9. I am more confident in my ability to differentiate between different types of acid-base disturbances. |
0% |
3% |
10% |
44% |
43% |
| 10. Debriefing contributed to my learning. |
4% |
0% |
0% |
22% |
74% |
| 11. Debriefing was valuable in helping me select the appropriate treatments for salicylate toxicity. |
3% |
0% |
3% |
27% |
66% |
| 12. Debriefing provided adequate time to review the critical concepts related to salicylate toxicity, including acid-base disturbances. |
2% |
0% |
3% |
35% |
60% |
| 13. Debriefing provided opportunities to self-reflect on my performance during the simulation. |
2% |
2% |
3% |
38% |
55% |
