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.]
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