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

Abstract

Simulation-based education has escalated worldwide, yet few studies have rigorously explored predictors of learner engagement with simulation debriefing. The purpose of this cross-sectional, descriptive survey was to identify factors that determine learner engagement with simulation debriefing among nursing students. A convenience sample of 296 Korean nursing students enrolled in the simulation-based course completed the survey. A total of five instruments were used: (i) Characteristics of Debriefing; (ii) Debriefing Assessment for Simulation in Healthcare - Student Version; (iii) The Korean version of the Simulation Design Scale; (iv) Communication Skills Scale; and (v) Clinical-Based Stress Scale. Multiple regression analysis was performed using the variables to investigate the influencing factors. The results indicated that influencing factors of learning engagement with simulation debriefing were simulation design, confidentiality, stress, and number of students. Simulation design was the most important factor. Video-assisted debriefing was not a significant factor affecting learner engagement. Educators should organize and conduct debriefing activities while considering these factors to effectively induce learner engagement. Further study is needed to identify the effects of debriefing sessions targeting learners' needs and considering situational factors on learning outcomes.

Exploration of Two Different Structures for Debriefing in Simulation: The Influence of the Structure on the Facilitator Role

“…It provided the facilitator with essential access to information on what the students actually observe, and how they interpret, understand and reflect on that, which is essential for feedback to be useful (Lefroy et al, 2015;Nicol & Macfarlane-Dick, 2006). Being a performer in simulation means to be exposed, and therefore easily feeling overloaded and vulnerable (Roh & Jang, 2017;Tosterud et al, 2014). Defensiveness and self-protection might occur, meaning poor learning conditions, and that feedback is not timely given to support learning (Lefroy et al, 2015;Lerman & Borstel, 2003).…”

“…Being a performer in simulation means to be exposed, and therefore easily feeling overloaded and vulnerable (Roh & Jang, 2017; Tosterud et al, 2014). Defensiveness and self-protection might occur, meaning poor learning conditions, and that feedback is not timely given to support learning (Lefroy et al, 2015; Lerman & Borstel, 2003).…”

Television Is Still “Easy” and Print Is Still “Tough”? More Than 30 Years of Research on the Amount of Invested Mental Effort

“… Cennamo (1993) reviewed the literature on AIME and learning from video and focused on the factors determining the learner’s preconception. She concluded that three types of characteristics influence preconceptions toward a specific medium, which, in turn affect AIME and eventually learning: (a) perceived characteristics of the stimulus (e.g., differences in the symbol systems leading to the perception that TV is easier than print), (b) the task (e.g., educational vs. entertainment materials, specific contents), and (c) learner characteristics (e.g., age, experience with medium, media preferences).…”

“…It is possible that the original concept of AIME has been absorbed by other research constructs, given that a number of similar terms exist in the literature, all describing mental effort. Among them are mental effort, attention, concentration, mental workload , and cognitive load , for instance (e.g., Cennamo, 1993 ; Kirschner and Kirschner, 2012 ). However, another explanation could be that the concept of AIME has disappeared due to a lack of replicability, for instance (see also, Beentjes, 1989 ).…”

Effectiveness of a One-day Simulation-based Program in Psychiatry for Medical Students: A Controlled Study

“…Satisfaction with the brie ng and debrie ng was assessed using the student version of the DASH (43). This scale, with excellent internal consistency (0.82-0.95) (44)(45)(46), explores the climate, structure of the debrie ng, ability to engage in exchange, and strengths and areas for improvement. The mean across all items (6 overall assessments, 23 behavioral assessments) was used.…”