Simulation debriefing based on principles of transfer of learning: A pilot study

Johnston, Sandra; Coyer, Fiona; Nash, Robyn

doi:10.1016/j.nepr.2017.08.002

Cited by 37 publications

(56 citation statements)

References 33 publications

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“…Further, debriefing is considered to be one of the most important elements for emotional coping after simulation training. Effective debriefing maximizes the opportunity of learning and helps emotional release [32].…”

Section: Discussionmentioning

confidence: 99%

Debriefing Model for Psychological Safety in Nursing Simulations: A Qualitative Study

Choi

2020

IJERPH

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This study was conducted to explore nursing students’ emotional experiences during simulations, and to develop a debriefing model for psychological safety in nursing simulations by qualitatively analyzing data. Data were collected through face-to-face in-depth interviews with 23 undergraduate nursing students in South Korea. Via content analysis, nine categories were derived: fear of evaluation, burden of being observed, unfamiliarity with new ways of learning, sensitivity to interpersonal relationships, physical and emotional exhaustion, utilization of supportive relationships, decline in learning satisfaction, positive acceptance of stress, and attempts to relieve stress. On the basis of these insights, we developed the Share–Explore–Notice–Support–Extend (SENSE) debriefing model, which includes stress management and emotional support, as a strategy for effective simulation practices to reduce the negative experiences of stress in nursing students in simulation-based learning.

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Section: Discussionmentioning

confidence: 99%

Debriefing Model for Psychological Safety in Nursing Simulations: A Qualitative Study

Choi

2020

IJERPH

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“…Debriefing based on principles of transfer of learning addresses the ability to generalize the skills learned and project them into real experiences, thus allowing students to use past experiences or future situations to make meaningful the scenarios proposed in the simulation (23) .…”

Section: Discussionmentioning

confidence: 99%

“…Johnston et al (23) Pilot study, randomized clinical, controlled with mixed approach, which tested debriefing using the principles of learning transfer theory…”

Section: Authors Outline Debriefing Methods and Lead Authorsmentioning

confidence: 99%

“…Country Level of evidence Kang et al (1) South Korea III Reed (12) USA II Dreifuerst (22) USA III Johnston et al (23) Australia II Kuiper et al (24) USA VI Poore et al (25) USA VI Reierson et al (26) Norway V Mariani et al (27) USA V Mariani et al (28) USA III Grant et al (29) USA II Ha (30) South Korea VI Henneman et al (31) USA II Maestre et al (32) Spain V…”

Section: Authorsmentioning

confidence: 99%

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Debriefing methods and techniques used in nursing simulation

Nascimento

Oliveira

Alves

et al. 2020

Rev. Gaúcha Enferm.

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Integrative Review Debriefing methods and techniques used in nursing simulationMétodos e técnicas de debriefing utilizados em simulação na enfermagem Métodos y técnicas de debriefing utilizadas en la simulación de enfermería ABSTRACT Objective: To identify in the literature methods and techniques of debriefing used in teaching and learning in nursing simulation. Methods: Integrative review of PubMed/MEDLINE®, LILACS, Scopus and CINAHL® databases, with the descriptors "nursing", "nursing education", respective terms in English and Spanish, and the keyword "debriefing". Twelve primary studies, in Portuguese, English and Spanish, from January 2008 to December 2018 were included. Qualitative analysis was used to categorize the domains. Results:The identified meaningful learning methods were based on principles of transfer of learning; model of clinical reasoning, interprofessional, with good judgment and structured and self-debriefing techniques, oral, eye-tracking, video-assisted and written debriefing. Conclusions:The structured method and the oral technique with video were outstanding. One method was not superior to the other but effective for a particular proposal. No national studies have been found. Research should be conducted on the effectiveness of nursing debriefing methods and techniques.Objetivo: Identificar na literatura métodos e técnicas de debriefing utilizados no processo de ensino e aprendizagem na simulação em enfermagem. Métodos:Revisão integrativa, nas bases de dados PubMed/MEDLINE®, LILACS, Scopus e CINAHL®, com os descritores "enfermagem", "educação em enfermagem", respectivos termos em inglês e espanhol e a palavra chave "debriefing" Incluíram-se 12 estudos primários, nos idiomas português, inglês e espanhol, de janeiro de 2008 a dezembro de 2018. Utilizou-se análise qualitativa para categorização dos domínios. Resultados: Identificaram-se os métodos de debriefing Meaningful Learning; based on principles of transfer of learning; model of clinical reasoning, interprofissional, com bom julgamento e estruturado, e técnicas self-debriefing; oral; Eye-Tracking; videoassistido e written debriefing.Conclusões: Sobressaíram-se o método estruturado e a técnica oral com vídeo. Um método não foi superior ao outro, mas eficaz para determinada proposta. Não foram encontrados estudos nacionais. Sugere-se, pesquisas sobre a eficácia dos métodos e técnicas debriefing na enfermagem. Palavras-chave:Enfermagem. Educação em enfermagem. Debriefing. Tecnologia educacional. Simulação. RESUMEN Objetivo: Identificar en la literatura los métodos y técnicas de análisis utilizados en el proceso de enseñanza y aprendizaje en la simulación de enfermería.

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“…Simulation-based training includes three phases: briefing, scenario, and debriefing. A great many articles deal with the importance of the briefing and debriefing phases for students' learning outcomes (Aarkrog, 2018;Johnston, Coyer & Nash, 2017;Loo, Krishnasamy & Lim, 2018).…”

Section: Introductionmentioning

confidence: 99%

‘The mannequin is more lifelike’: The significance of fidelity for students’ learning in simulation-based training in the social- and healthcare programmes

Aarkrog

2019

NJVET

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The article concerns fidelity in relation to using mannequins in simulation-based training in social-and healthcare education. The article addresses two issues. What influences fidelity, and how does the degree of fidelity influence the students' learning processes? Simulation-based training is organized in three phases; briefing, scenario, and debriefing. The article focuses on the scenario phase. A central issue in relation to the scenario phase is fidelity; i.e. the degree to which the scenario matches the practice it is intended to simulate. The article deals with the factors that influence the students' perception of fidelity and with the impact of degree of fidelity on the students' learning processes. The empirical data include obser-views, combining observations with interviews with students and teachers in social-and healthcare colleges. The analysis shows that a high degree of fidelity simulation in the sense of employing a mannequin has advantages, such as engaging students in learning and enabling them to try out practical skills. Moreover, the degree of fidelity should be adjusted to the students' practical experiences in order to optimize their learning process. Lower degrees of fidelity may have a positive impact on developing creative thinking and reducing the students' anxiety. The implication for developing practice is that the social-and healthcare colleges employ a multifaceted approach to fidelity based on ensuring optimal learning conditions for the students. The implication for further research is to specify and systematize the interrelation of learning outcome targets, students' qualifications and the usages of different degrees of fidelity.

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Simulation debriefing based on principles of transfer of learning: A pilot study

Cited by 37 publications

References 33 publications

Debriefing Model for Psychological Safety in Nursing Simulations: A Qualitative Study

Debriefing Model for Psychological Safety in Nursing Simulations: A Qualitative Study

Debriefing methods and techniques used in nursing simulation

‘The mannequin is more lifelike’: The significance of fidelity for students’ learning in simulation-based training in the social- and healthcare programmes

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