Mock Code

Spunt, Debra; Foster, Dawn; Adams, Kara

doi:10.1097/00006223-200409000-00009

Cited by 44 publications

(3 citation statements)

References 12 publications

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“…It contributes to a more intense experience of clinical situations and improved use of cognitive, affective and psychomotor skills. [9][10][11] Debriefing is a practice whereby students and teachers assess the clinical situation and stimulate the development of critical judgement through reflective learning. It is an opportunity for students to reflect on their performance during the simulation and determine how they might perform differently in future practices.…”

Section: Introductionmentioning

confidence: 99%

Structured debriefing in nursing simulation: students’ perceptions

Coutinho¹,

Martins²,

Pereira³

2016

JNEP

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Background and objective: Debriefing is a strategy that allows participants to explore, analyze and synthesize their thinking processes, emotional status and other aspects in a simulated experience with a view to improving their performance in real-life situations. The aim of this study was to analyze the students' perceptions of structured debriefing. Methods: A qualitative study was conducted with a sample of 22 final-year students of an undergraduate nursing degree. A voluntary, anonymous and confidential questionnaire was used. Content was analyzed based on Bardin's methodology. Results: Five categories emerged from content analysis: concept, attributes, cognitive impact, psychosocial impact, and affective impact. These categories were grouped into two dimensions: 'Perceptions of Structured Debriefing' and 'Impact of Structured Debriefing on the Students'. Several suggestions emerged, such as the continuity of use and application to other contexts. Conclusions: Students perceived structured debriefing as an interactive method which allows them to consolidate and systemize their knowledge, reflect individually and collectively on the activities, and structure their ideas. They also mentioned that it enabled them to be more comfortable to ask questions and establish a closer relationship with their colleagues, facilitating communication and improving their skills.

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Section: Introductionmentioning

confidence: 99%

Structured debriefing in nursing simulation: students’ perceptions

Coutinho¹,

Martins²,

Pereira³

2016

JNEP

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“…Phase three is the simulation experience, and phase four is debriefing. In their mock code simulation implementation, Spunt and researchers [15] utilized a lecture format and then had student identify their roles prior to the start of their simulation. They noted that by assuming the roles of different disciplines, the students are given a great appreciation of the multidisciplinary approach to healthcare.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…By watching the videotape of their performance, students may be able to identify plans for future improvement [11] . Spunt et al [15] noted that during debriefing, values, attitudes, emotional reactions, stress, and feelings regarding death, postmortem care, and family crises can be discussed in an open format.…”

Section: Joyce and Weilmentioning

confidence: 99%

Simulation and mock code: A safe way for nursing students to learn

Simko

Henry

McGinnis

et al. 2014

JNEP

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Introduction:It is better for students to experience stressful clinical events in a simulation lab rather than to experience the event in a clinical setting where a patient's life is at stake. Aim:The aim of this study was to discover if participation in a mock code with a simulation manikin would result in increased knowledge in nursing students as well as a safe way to learn the nursing interventions required during a code.Methods: Students were given a 10-item multiple choice pre-test. The Advanced Cardiac Life Support guidelines were reviewed in a lecture format, readings regarding cardiac resuscitation and computer assisted instruction involving multiple code situations were assigned. Students were assigned a role and were given the expectations and activities of each role. The code was then experienced and video-taped with a simulation manikin. Debriefing was experienced and students completed a post-test. Results:Scores were significantly greater on the post-test than on the pre-test overall (7.9 vs 5.2; p < .001), for the traditional undergraduate (7.6 vs 5.2; p < .001) and second degree students (8.6. vs. 5.5; p < .001). The post-test scores were significantly greater for second degree students than the traditional undergraduates (8.4 vs 7.5; p < .001). The simulation experience is truly a safe environment for the nursing student to learn the nursing interventions needed during a real code situation.

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The Use of Simulation Technology in the Education of Nursing Students

Overstreet¹

2008

Nursing Clinics of North America

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Mock Code

Cited by 44 publications

References 12 publications

Structured debriefing in nursing simulation: students’ perceptions

Structured debriefing in nursing simulation: students’ perceptions

Simulation and mock code: A safe way for nursing students to learn

The Use of Simulation Technology in the Education of Nursing Students

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