Instructor-led oral debriefing technique in clinical nursing simulation: integrative review

Nascimento, Juliana da Silva Garcia; Pires, Fabiana Cristina; Castro, João Pedro Resende; Nascimento, Kleiton Gonçalves do; Oliveira, Jordana Luiza Gouvêa de; Dalrí, Maria Célia Barcellos

doi:10.1590/0034-7167-2019-0750

Cited by 1 publication

(4 citation statements)

References 28 publications

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“…Among the feedback scales on the extent of use of the debriefing category, 58 (29%) participants were satisfied, and 80 (40%) participants were highly satisfied (Figure 5). In the follow-up, the questionnaire-based test median score was 12 (11)(12)(13)(14) and DOPS scores decreased (Figures 2 and 3).…”

Section: Resultsmentioning

confidence: 97%

“…An integrative review stated that methodologically quality protocols with oral debriefings add quality to nursing education and the nursing process. 11,14 Video-based debriefing sessions were conducted in simulation-based studies. However, we restricted them to oral debriefing sessions and believed it to be more amenable.…”

Section: Discussionmentioning

confidence: 99%

“…We conducted debriefing sessions for 1 hour to make it more amenable to participants. Participants with pretest and posttest DOPS scores were segregated into the following categories: below expectation (0-4), borderline expectations (5)(6)(7)(8), meeting expectations (9)(10)(11)(12), and above expectations (13)(14)(15)(16), and it was found that scores were significantly improved after being exposed to the teaching module, with a P value <.001. When participants were segregated with DOPS scores >12 versus those with DOPS scores lower than or equal to 12.…”

Section: Discussionmentioning

confidence: 99%

“…Participants were given scores ranging from 0 to 16. Scores were divided as below expectation (0-4), borderline expectation (5)(6)(7)(8), meeting expectation (9-12), and above expectation (13)(14)(15)(16).…”

Section: Preteaching Assessmentmentioning

confidence: 99%

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Teaching Bundle Care Approach to Intensive Care Nurses to Prevent Ventilator Associated Pneumonia with a Stratified Validated Module

Tatikonda,

Prasad,

Rout

et al. 2023

Dimens Crit Care Nurs

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Background Module-based teaching of ventilator-associated pneumonia (VAP) with a systematic, stratified approach is expected to have a promising role in teaching. We hypothesized it to improve the skill and knowledge of intensive care unit nurses. Objectives The aim of this study was to determine the efficacy of the teaching module with debriefing sessions on the VAP bundle care approach, and the secondary objective was to estimate the improvement in individual components of the VAP bundle. Methods A total of 200 paramedical staff were exposed to a teaching module consisting of pretest didactic lectures, debriefing sessions, reflection by participants, and feedback. Posttest analysis was done to assess knowledge. Skill assessment was done with directly observed procedural skills (DOPS) assessment, and feedback was taken from participants. Follow-up was done at 6 months to assess decay in knowledge and skills. Results Preworkshop and postworkshop DOPS scores were analyzed using the Mann-Whitney U test. Subgroup analysis was performed using the paired t test. Median pretest and posttest scores were 6 (interquartile range, 4-8) and 13 (interquartile range, 11-15), respectively (P < .001). Comparing DOPS scores before and after exposure to the teaching module, the number of subjects with scores that were below expectations was 24 and 4; meeting expectations was 94 and 24; borderline expectations were 36 and 104; and above expectations was 46 and 58, respectively, between the groups (P < .001). A decay in knowledge and skills was noted in the follow-up. Conclusion A validated teaching module with debriefing sessions is useful in training bundle care approaches to intensive care unit nurses.

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Section: Resultsmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%