Comparison of instructor‐led versus peer‐led debriefing in nursing students

Abstract

Despite its widespread support, the most effective simulation-based debriefing method has little evidence to support its efficacy. In this study, we compared the effect of peer-led and instructor-led debriefing among nursing students. The study was conducted with a non-equivalent control group using a pretest-post-test design. A convenience sample of third-year nursing students was used for the study, where 65 students enrolled in a 2-week clinical placement rotation were randomly assigned to the instructor-led group or peer-led group. The quality of cardiopulmonary resuscitation skills, satisfaction with simulation, and quality of debriefing in the peer-led group were compared to those in the instructor-led group. Group differences at each testing interval were analyzed using independent t-test. Nursing students in the instructor-led debriefing group showed better subsequent cardiopulmonary resuscitation performance, more satisfaction with simulation experience, and higher debriefing scores compared to the peer-led group. From our study, instructor-led debriefing is an effective method in improving skills performance, inducing favorable satisfaction, and providing better quality of debriefing among nursing students.

Comparing Nursing Student Competence in CPR before and after a Pedagogical Intervention

“…ey found a general mismatch between what the instructors claimed was important in CPR education and what they actually did. In other studies, findings have shown that self-directed learning was better than instructor-led learning [15], training with voice advisory manikins (VAM) was better than instructorled training [4], and the debriefing after CPR was better if it was instructor-led than peer-led [16].…”

Survey of factors influencing learner engagement with simulation debriefing among nursing students

“…The most commonly‐used method is facilitator‐guided post‐event debriefing (Sawyer et al ., ). Among nursing students, instructor‐led debriefing is a more effective method in improving skills performance compared with peer‐led debriefing (Roh, Kelly, & Ha, ). However, challenges include limited/no designated space for debriefing, large class sizes, complex scheduling, and lack of time (Waznonis, ).…”

Status of cardiopulmonary resuscitation curricula for nursing students: A questionnaire study

“…Although CPR training is a core competence in Korea, there is a deficiency in faculty training for undergraduate CPR education. Nursing students who underwent instructor‐led debriefing were more effective in improving CPR skills compared to peer‐led debriefing (Roh et al ., ). Faculty development is a priority because the instructor's expertise and the debriefing process are important to achieve optimal learning.…”

“…A systematic review reported moderate–large effects favoring technology‐enhanced, simulation‐based training for satisfaction, and small effects for knowledge, process skill, and time outcomes compared with other instructional modalities (Mundell et al ., ). During two rescuer adult BLS, nursing students in the instructor‐led debriefing group showed better subsequent performance, higher satisfaction with simulation experience, and increased debriefing quality scores compared to the peer‐led group (Roh et al ., ). Curricula should be designed to enable nursing students to learn the concepts, principles, and procedures of CPR.…”

“…Video‐assisted instructor debriefing has been found to be effective in developing skills and response times to simulated CPR events among nursing students (Chronister & Brown, ). Nursing students in the instructor‐led debriefing group showed better subsequent CPR performance, higher satisfaction with simulation experience, and increased debriefing quality scores compared to the peer‐led group (Roh et al ., ). Although instructors play an essential role in CPR education, and many new educational strategies are integrating into curricula, there are few studies to assess the instructor competencies and verify the effects of a customized instructor‐training program for better resuscitation education.…”