Pre-simulation preparation and briefing practices for healthcare professionals and students

Abstract

The objective of this review is to systematically examine the use and effectiveness of pre-simulation preparation and briefing practices for healthcare professionals and students. More specifically, the objectives are to identify characteristics/activities of pre-simulation preparation and briefing and their effects on knowledge, attitudes, self-confidence, self-efficacy, anxiety and skill performance in healthcare professionals and students.The review question is: What are the characteristics/activities of effective pre-simulation preparation and briefing?

A Systematic Review of Health Care Presimulation Preparation and Briefing Effectiveness

“…Twenty-one studies included evaluations of presimulation preparation and/or briefing activities. Nine of the studies evaluated presimulation preparation alone (Bowyer et al, 2010;Birch et al, 2007;Coram, 2015;Davis Bye, 2014;Drummond et al, 2017;Franklin et al, 2014;Muller et al, 2007;Nevin, Neill, & Mulkerrins, 2014;Pucher et al, 2014), seven studies evaluated presimulation briefing only (Buckley & Gordon, 2011;Chamberlain, 2017;Deckers, 2011;Husebo, Friberg, Soreide, & Rystedt, 2012;Kelly, Hager, & Gallagher, 2014;Page-Cutrara & Turk, 2017;Smith, 2008), and five studies evaluated both presimulation preparation and briefing (Alexander, Bandiera, & Mazurik, 2005;Halaas, Zink, Brooks, & Miller, 2007;Kable, Arthur, Levett-Jones, & Reid-Searl, 2013;Kardong-Edgren, Starkweather, & Ward, 2008;Paige & Morin, 2015).…”

“…Seven nonexperimental studies (Table 1) also evaluated presimulation preparation activities (Alexander et al, 2005;Buckley & Gordon, 2011;Halaas et al, 2007;Kable et al, 2013;Kardong-Edgren et al, 2008;Muller et al, 2007;Nevin et al, 2014;Paige & Morin, 2015;Smith, 2008); however, all these evaluated level 1 reaction and satisfaction outcomes using self-report measures. Two of these studies evaluated traditional presimulation preparation activities (Kable et al, 2013;Kardong-Edgren et al, 2008), four evaluated alternate presimulation preparation activities (Alexander et al, 2005;Halaas et al, 2007;Muller et al, 2007;Nevin et al, 2014), and one study did not specify (Paige & Morin, 2015).…”

“…Nine nonexperimental studies (Table 2) also evaluated prebriefing activities (Alexander et al, 2005;Buckley & Gordon, 2011;Deckers, 2011;Halaas et al, 2007;Kable et al, 2013;Kardong-Edgren et al, 2008;Kelly et al, 2014;Paige & Morin, 2015;Smith, 2008). All evaluated the level 1 outcome of satisfaction, and a single study also evaluated the level 2 learning outcome of attitudes (self-confidence) using self-report measures (Smith, 2008).…”

“…Nine nonexperimental studies (Table 2) also evaluated prebriefing activities (Alexander et al, 2005;Buckley & Gordon, 2011;Deckers, 2011;Halaas et al, 2007;Kable et al, 2013;Kardong-Edgren et al, 2008;Kelly et al, 2014;Paige & Morin, 2015;Smith, 2008). All evaluated the level 1 outcome of satisfaction, and a single study also evaluated the level 2 learning outcome of attitudes (self-confidence) using self-report measures (Smith, 2008). Presimulation briefing was rated highly in four studies (Buckley & Gordon, 2011;Deckers, 2011;Halaas et al, 2007;Kardong-Edgren et al, 2008) and was rated higher than debriefing by most second semester nursing students (Deckers, 2011).…”

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

“…Toutefois, la simulation peut provoquer un stress psychologique important et ainsi inhiber le processus d'apprentissage affectant la performance des étudiants (Gantt, 2013). Lorsque la préparation à la simulation est optimisée dans le briefing, notamment à l'aide d'une meilleure connaissance de l'environnement, du scénario ainsi que des objectifs d'apprentissage, le niveau de confort des étudiants s'en trouve amélioré, diminuant ainsi leur anxiété et améliorant leur performance (Gantt, 2013;Tyerman, Luctkar-Flude, Graham, Coffey, & Olsen-Lynch, 2016). Le briefing se définit comme étant : « […] un moment d'échange d'informations entre le formateur et les participants qui a lieu avant la séance de simulation » (Savoldelli & Boet, 2013, p. 314).…”