Potential Influences of Virtual Simulation Prebriefing and Debriefing on Learners' Self-efficacy

Abstract

ith advancements in digital technologies and challenges in securing clinical placements, virtual simulation (v-sim) is becoming a cost-effective and easily accessible pedagogical strategy in health care education. 1 The Healthcare Simulation Dictionary defines v-sim as "[a] simulation involving real people operating simulated systems. Virtual simulations may include surgical simulators that are used for on-screen procedural training and are usually integrated with haptic device(s)" 2(p54) as well as simple screen-based clinical simulations that only require the use of a computer with Internet access. As v-sim accessibility and demand increase, health care educators should incorporate evidence-based simulation-based education (SBE) strategies, such as structured prebriefing and debriefing, to promote positive v-sim experience outcomes. 3 Virtual simulation can be an effective strategy to improve student learning outcomes. 1 Self-confidence is identified as an essential participant outcome in SBE in the National League for Nursing Jeffries Simulation Theory. 4 In a recent systematic review article examining the impact of v-sim in student learning outcomes, an increase of self-confidence resulting from v-sim was reported. 1 The terms self-confidence and self-efficacy are often used interchangeably in the simulation literature. However, a clear definition, as well as the distinction between these 2 terms, is lacking. 5 According to Bandura, 6,7 self-efficacy is an individual's sense of confidence in the ability to perform a specific behavior to produce an outcome. Self-efficacy is domain and task specific and should not be confused with general confidence, which is a global attribute that lacks specificity to an area of functioning. 6,7 The term selfconfidence refers to a nondescriptive personal belief that is not specific to a particular function domain or behavior. 6 Self-efficacy evolves and changes throughout one's life as

The synchronous group virtual simulation experience: Associate degree nursing students' perceptions

“…In addition, preparatory activities and prebriefing ( McDermott et al, 2021 ) as well as debriefing on demand or post-scenario ( Decker et al, 2021 ) facilitated by a competent instructor ( Persico et al, 2021 ), may promote participants' satisfaction, confidence, learning of KSAs, critical thinking, clinical judgment, and future clinical behaviors. A well-structured prebriefing and debriefing also have the potential to improve students’ self-efficacy and future clinical performance ( Penalo & Ozkara San, 2021 )…”

RN-BSN students’ perception of vSim for nursing® using the simulation effectiveness tool – modified (SET-M)

“…[28] A structured prebriefing provides the foundation for participants to achieve positive outcomes, establishing a safe learning milieu while promoting engagement and participation. [16,33] Prebriefing provides guidance for learners to be informed of the rudimentary expectations, simulation content, goals, and objectives. [34] Pre-assignment work can lead to improved learning outcomes while increasing confidence in students' ability to be engaged in the virtual conversation.…”

“…Within simulation genres: face-to-face, virtual, and interprofessional education (IPE-Sim), debriefing continues to be a crucial and significant feature. [22,31,33,37] Preparing students provides the foundation to fulfill core objectives and clinical competencies. Providing students with direction and instruction can support them as they venture towards their academic success.…”