AIM
The aim of the integrative review was to examine the prebriefing phase of simulation as the foundation for the learning experience of nursing students and to determine effective prebriefing activities to enhance learning.
BACKGROUND
There are currently no frameworks or specific time allotments for prebriefing comparable to those implemented for debriefing.
METHOD
Eight electronic databases were searched for the period 2012 to 2019. Six studies were selected based on relevance and inclusion. Whittemore and Knafl’s integrative review framework was used for data analysis.
RESULTS
The studies reviewed answer how to effectively prepare students for simulation to enhance their learning and have a positive effect on clinical judgment and self-confidence; yet, prebriefing is not considered the foundation of the simulation experience.
CONCLUSION
A well-designed prebriefing process is essential to high-quality simulation experiences. Standardization of this process has yet to be established.
Little research exists on secondary traumatic stress for obstetric nurses and best educational strategies. Mixed-methods analysis was conducted to evaluate use of interprofessional panel debriefing to prepare nursing students for trauma-informed care. A pretest and posttest paired-samples design evaluated student experience and internalization of communication techniques. Students (n = 54) gained communication techniques from the learning activity; they felt simulations were realistic and applicable and described the learning activity as emotional with support from faculty. This innovative learning activity is a valuable teaching method and may be applicable to clinical agencies for new staff.
The current study used purposeful and snowball sampling to interview 12 daughters who were care-givers to their parents with Alzheimer's disease. Data were collected through in-depth, semi-structured interviews and were analyzed using Colaizzi's descriptive phenomenological approach. Caregiving years ranged from 1 to 10 years, with a mean of 5 years. Six themes were uncovered: (a
) Where Are You When I Need You?
; (b
) Safety First
; (c)
I Don't Know What to Say or How to Say It
; (d)
They Are Beautiful People, but They Aren't Trained
; (e)
Letting Go of Who They Were
; and (f)
It Affects Every Area of My Life
. Findings suggest that caregiver daughters of parents with AD living at home are struggling and indicate a need for better support of caregivers. Implications for nursing practice, research, and education are significant and require a greater focus on the support of informal caregivers of persons with AD. [
Research in Gerontological Nursing, 14
(4), 191–199.]
Background: Among primary caregivers (individuals who indicate having the most responsibility for helping their relatives) of people with dementia, over half take care of their parents. Most caregivers (66 percent) live with the care recipient in the community (Fisher, et al., 2011). The responsibilities of caring for someone with dementia often fall to women (Kasper et al., 2015). Men are underrepresented in the literature pertaining to family caregiving in dementia. Yet, they play an important role in providing care for cognitively impaired older adults in the community (Houde, 2001). While there is extensive literature on caregiving in dementia, only a few studies have emphasized the caregiving role of men
Background
An estimated 5.8 million Americans of all ages are living with Alzheimer’s Disease (AD) dementia as of 2019, which includes an estimated 5.6 million people age 65 and older. Of the 5.8 million people who have AD dementia, 81% are age 75 or older. Alzheimer’s disease is the 6th leading cause of death in the United States. By 2050, the number of people age 65 and older with AD dementia may grow to a projected 13.8 million, barring the development of medical breakthroughs to prevent, slow, or cure AD.
Method
The study used purposeful and snowball sampling. 12 daughters participated. Data were collected through in‐depth semi structured interviews. Data were analyzed using a Colaizzi’s (1978) descriptive phenomenological approach.
Result
Caregiving years ranged from 1‐10 years with a mean of 5 years. The average duration of caregiving reported by participants was 5 years. Six themes were uncovered: (a) Where Are You When I Need You? (b) Safety First (c) I Don’t Know What to Say or How to Say It (d) They Are Beautiful People, but They Aren’t Trained (e) Letting Go of Who They Were and (f) It Affects Every Area of My Life.
Conclusion
The study findings have implications for nursing education, research, and practice, and indicate a need for better support for daughters caring for their parent with AD in the home. They are struggling as they manage their parents’ care.
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