Exploring Debriefing Combinations After a Virtual Simulation

Verkuyl, Margaret; Lapum, Jennifer; St-Amant, Oona; Hughes, Michelle; Romaniuk, Daria; McCulloch, Tara

doi:10.1016/j.ecns.2019.12.002

Cited by 34 publications

(37 citation statements)

References 16 publications

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“…Timely feedback used within the simulation enabled the student to extend their knowledge and build their confidence (Verkuyl et al, 2017). Debriefing is an important aspect to consider when using virtual simulation to enable a deeper student engagement in the learning opportunities (Lapum et al, 2019;Verkuyl et al, 2020). The use of self-debrief and online group debriefing provides students with an opportunity to ask questions and develop understanding into clinical reasoning used during the simulation (Verkuyl et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Debriefing is an important aspect to consider when using virtual simulation to enable a deeper student engagement in the learning opportunities (Lapum et al, 2019;Verkuyl et al, 2020). The use of self-debrief and online group debriefing provides students with an opportunity to ask questions and develop understanding into clinical reasoning used during the simulation (Verkuyl et al, 2020). Online tests, performance scores or selfassessment evaluated the students' knowledge, performance and satisfaction (Agrawal et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

A review of virtual-simulation for assessing healthcare students' clinical competency

Coyne

Calleja

Forster

et al. 2021

Nurse Education Today

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A review of virtual-simulation for assessing healthcare students' clinical competency

Coyne

Calleja

Forster

et al. 2021

Nurse Education Today

View full text Add to dashboard Cite

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“…Concomitantemente, es muy importante la elaboración de protocolos para el desarrollo de los talleres de simulación, que incorporen la metodología (pre-debriefing, escenario y debriefing) de acuerdo a la actividad académica a realizar; debido a que ayuda a los estudiantes a construir su propio aprendizaje como un proceso y a extrapolar lo aprendido a situaciones más generalistas mediante la reflexión, el análisis, la internalización y la relación que se establece en la etapa del debriefing (Zhang et al, 2020), así como la capacitación a los docentes, con el fin de ampliar sus conocimientos en la simulación y en la importancia del uso de estos documentos para optimizar dichos talleres (Ñáñez et al, 2019;Verkuyl et al, 2020).…”

Section: Discussionunclassified

Autoconfianza de los estudiantes de técnico en enfermería a partir de una experiencia clínica simulada

Gatica-Videla¹,

Ilufi-Aguilera²,

Fuentealba-Cruz

2021

Form. Univ.

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Se evalúa el efecto de una secuencia didáctica que incorporó la utilización de simulación clínica de baja fidelidad con apoyo de tecnología, con diferentes escenarios virtuales que reunía diversos casos clínicos. Esto con la finalidad de analizar el impacto de esta herramienta pedagógica en el nivel de autoconfianza adquirido por estudiantes de la carrera de Técnico en Enfermería. Para ello se aplicó, antes y después de implementar la secuencia en forma remota virtual, la escala de autoconfianza (self-confidence scale), a 89 estudiantes que cursaban la asignatura Práctica de Enfermería II. Los resultados indican que después de la intervención, los estudiantes incrementaron su nivel de autoconfianza, presentándose el mayor aumento en la dimensión capacidad de intervención de un paciente (18.22%), es decir, en la capacidad de ejecución de destrezas y habilidades motrices, competencia fundamental a desarrollar a nivel técnico. Se concluye que es aconsejable la incorporación de la simulación clínica de baja fidelidad de manera sistemática en el currículo de las carreras técnicas del área de salud.

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“…Short term free trials of three programs that emphasized clinical reasoning were secured, two of which featured virtual simulations to provide opportunities to apply clinical scenarios to nursing practice, followed by discussion for improved knowledge of the content ( Verkuyl et al, 2020 ). Another program included unfolding case studies to emphasize clinical reasoning.…”

Section: Methodsmentioning

confidence: 99%

Virtual pedagogical strategies and HESI student outcomes in response to COVID-19

Moxley

Saravanan

Habtezgi

et al. 2021

Nurse Education Today

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Background To maintain curricular integrity in response to COVID-19, nurse educators are increasingly required to transition from traditional (face-to-face) to virtual pedagogy. Objectives The purpose of this analysis was to compare the HESI scores based on a traditional pedagogy with the HESI scores following implementation of virtual pedagogy during Spring 2020. Methods Student ( n = 115; 81% female; mean age = 25.71 years) HESI scores were compared after each eight-week session using the Mann Whitney U test, permutation test and Wilcoxon rank test. Logistic regression was used to identify students achieving at least 850. Chi-square test was used to determine the relationship between pedagogy and students meeting 850 HESI scores. Fall 2019 Exit HESI scores were also compared with Spring 2020 Exit HESI scores. Results Students from diverse backgrounds (53.9% White; 27.8% Hispanic; 10.4% Asian; 5.2% Black; 1% Unknown) increased ( p = 0.022) M HESI scores following virtual pedagogy in Fundamentals, although no difference was found in Maternity ( p = 0.311), Psychiatric ( p = 0.129) or Medical Surgical Nursing ( p = 0.692). Wilcoxon rank test revealed significant differences in M HESI scores in same cohort of students between traditional (Psychiatric) and virtual strategies (Medical-Surgical) ( p < 0.01); and traditional (Medical-Surgical) and virtual (Psychiatric) strategies ( p = 0.023). White students' M HESI scores were higher than Asian students', as revealed by Logistic regression with no differences based on gender. Spring 2020 and Fall 2019 Exit HESI scores were comparable ( p = 0.499). Chi-square analysis revealed no relationship between pedagogy and achieving at least 850 on HESI (χ 2 = 0.027, p = 0.871). Conclusions Based on the exit HESI scores, virtual pedagogy was as effective as traditional pedagogy for maintaining student competency in a community college associate degree nursing program. Future analyses of the effectiveness of virtual pedagogy in meeting curricular outcomes is warranted, regardless of exit degree option.

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Exploring Debriefing Combinations After a Virtual Simulation

Cited by 34 publications

References 16 publications

A review of virtual-simulation for assessing healthcare students' clinical competency

A review of virtual-simulation for assessing healthcare students' clinical competency

Autoconfianza de los estudiantes de técnico en enfermería a partir de una experiencia clínica simulada

Virtual pedagogical strategies and HESI student outcomes in response to COVID-19

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