A Systematic Review of Health Care Presimulation Preparation and Briefing Effectiveness

Tyerman, Jane; Luctkar-Flude, Marian; Graham, Leslie; Coffey, Sue; Olsen-Lynch, Ellen

doi:10.1016/j.ecns.2018.11.002

Cited by 89 publications

(112 citation statements)

References 34 publications

(90 reference statements)

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“…Studies have identified that nursing students who participate in structured debriefing and synthesize all the components of a simulated experience in a context they consider meaningful (2,26) find it easier to reflect assertively and comprehensively (24) , develop critical thinking and the ability to integrate new information and improve their clinical judgment ability (26) . Today, the body of evidence that evaluates debriefing methods is increasing although a given method is usually chosen according to the personal preference of the facilitator without regard for the context and the objectives (4) . Regardless of the preferred debriefing style, conducting a phase-organized reflection session with clear and precise learning objectives is an extremely difficult task for the mediator teacher due to the challenge of dealing with the unexpected, converting difficulties into achievements and achieving meaningful learning (44)(45) .…”

Section: Discussionmentioning

confidence: 99%

“…Simulation is an active teaching and learning strategy whereby students actively participate in scenarios that mimic real-life situations and consequently engage in reflective practices, divided into three phases, namely preparation, participation and debriefing (2)(3)(4) .…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…The preparation phase is further divided into pre-simulation, which addresses the supply of teaching resources for the proposed theme, and pre-briefing or briefing, an introductory phase, which precedes the scenario and contains simulation guidelines for the participants (4) . The participation phase, also called "scenario", comprises the practice experience (4) . Debriefing is an analytical process of reflection that occurs after or during the simulation scenario to develop knowledge, skills and attitudes in the people involved (5)(6)(7)(8) .…”

Section: Introductionmentioning

confidence: 99%

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Debriefing methods and techniques used in nursing simulation

Nascimento

Oliveira

Alves

et al. 2020

Rev. Gaúcha Enferm.

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Integrative Review Debriefing methods and techniques used in nursing simulationMétodos e técnicas de debriefing utilizados em simulação na enfermagem Métodos y técnicas de debriefing utilizadas en la simulación de enfermería ABSTRACT Objective: To identify in the literature methods and techniques of debriefing used in teaching and learning in nursing simulation. Methods: Integrative review of PubMed/MEDLINE®, LILACS, Scopus and CINAHL® databases, with the descriptors "nursing", "nursing education", respective terms in English and Spanish, and the keyword "debriefing". Twelve primary studies, in Portuguese, English and Spanish, from January 2008 to December 2018 were included. Qualitative analysis was used to categorize the domains. Results:The identified meaningful learning methods were based on principles of transfer of learning; model of clinical reasoning, interprofessional, with good judgment and structured and self-debriefing techniques, oral, eye-tracking, video-assisted and written debriefing. Conclusions:The structured method and the oral technique with video were outstanding. One method was not superior to the other but effective for a particular proposal. No national studies have been found. Research should be conducted on the effectiveness of nursing debriefing methods and techniques.Objetivo: Identificar na literatura métodos e técnicas de debriefing utilizados no processo de ensino e aprendizagem na simulação em enfermagem. Métodos:Revisão integrativa, nas bases de dados PubMed/MEDLINE®, LILACS, Scopus e CINAHL®, com os descritores "enfermagem", "educação em enfermagem", respectivos termos em inglês e espanhol e a palavra chave "debriefing" Incluíram-se 12 estudos primários, nos idiomas português, inglês e espanhol, de janeiro de 2008 a dezembro de 2018. Utilizou-se análise qualitativa para categorização dos domínios. Resultados: Identificaram-se os métodos de debriefing Meaningful Learning; based on principles of transfer of learning; model of clinical reasoning, interprofissional, com bom julgamento e estruturado, e técnicas self-debriefing; oral; Eye-Tracking; videoassistido e written debriefing.Conclusões: Sobressaíram-se o método estruturado e a técnica oral com vídeo. Um método não foi superior ao outro, mas eficaz para determinada proposta. Não foram encontrados estudos nacionais. Sugere-se, pesquisas sobre a eficácia dos métodos e técnicas debriefing na enfermagem. Palavras-chave:Enfermagem. Educação em enfermagem. Debriefing. Tecnologia educacional. Simulação. RESUMEN Objetivo: Identificar en la literatura los métodos y técnicas de análisis utilizados en el proceso de enseñanza y aprendizaje en la simulación de enfermería.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Debriefing methods and techniques used in nursing simulation

Nascimento

Oliveira

Alves

et al. 2020

Rev. Gaúcha Enferm.

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“…De plus, cette approche est appréciée des étudiants, exige peu de ressources et se rapproche de la réalité clinique (Lee et al, 2007;Schmitz et al, 2017). Certains auteurs stipulent que le recours à une CP avant le déroulement d'une simulation pourrait réduire l'anxiété perçue de l'étudiant et améliorer la confiance en ses capacités à exécuter une tâche donnée (Massey et al, 2017;Tyerman et al, 2019). L'hypothèse soutenant l'étude est que l'ajout d'une CP représentant des pratiques exemplaires du CRM à la théorie et à la simulation pourrait diminuer l'anxiété situationnelle et améliorer la performance en travail d'équipe des étudiants en sciences infirmières en contexte de situation d'urgence.…”

Section: Introductionunclassified

Intégration d’une capsule pédagogique au briefing d’étudiants en sciences infirmières en contexte de simulation de soins d’urgence : acceptabilité et effets sur l’anxiété situationnelle et le travail d’équipe

Ledoux

Vincelette

Lavoie

et al. 2019

Science of Nursing and Health Practices - Science infirmière et

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Effectiveness of neonatal emergency nursing education through simulation training: Flipped learning based on Tanner’s Clinical Judgement Model

Yang

2021

Nursing Open

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Aim To examine the effects of neonatal simulation‐based practice by applying flipped learning based on Tanner's clinical judgement model to pre‐simulation briefing for nursing students. Design A quasi‐experimental non‐equivalent control group pre‐ and postintervention design. Methods Using Tanner's clinical judgment model, flipped learning was developed and applied to the pre‐simulation briefing curriculum prior to the neonatal nursing simulation exercise. Flipped learning was compared with a general pre‐simulation briefing with 65 South Korean students. From September 7, 2019, to October 25, 2019. Results The experimental group's critical thinking, self‐confidence and clinical judgement ability increased, but knowledge, satisfaction and anxiety did not differ from that of the control group. Pre‐simulation briefing design focuses on improving students’ environmental comfort and reducing anxiety rather than developing complex reasoning skills and clinical judgement abilities. Applying flipped learning based on Tanner's clinical judgement model to pre‐simulation briefing increased critical thinking, self‐confidence and clinical judgement ability.

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A Systematic Review of Health Care Presimulation Preparation and Briefing Effectiveness

Cited by 89 publications

References 34 publications

Debriefing methods and techniques used in nursing simulation

Debriefing methods and techniques used in nursing simulation

Intégration d’une capsule pédagogique au briefing d’étudiants en sciences infirmières en contexte de simulation de soins d’urgence : acceptabilité et effets sur l’anxiété situationnelle et le travail d’équipe

Effectiveness of neonatal emergency nursing education through simulation training: Flipped learning based on Tanner’s Clinical Judgement Model

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