Simulation Debriefing Practices in Traditional Baccalaureate Nursing Programs: National Survey Results

Waznonis, Annette R

doi:10.1016/j.ecns.2014.10.002

Cited by 43 publications

(31 citation statements)

References 17 publications

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“…Lessons learned from the National Simulation Study on faculty development found faculty education for simulation pedagogy is often underfunded or neglected (Jeffries, Dreifuerst, Kardong-Edgren, & Hayden, 2015). Many faculty have had little formal training in simulation with many being trained by vendor representatives who sell equipment (KardongEdgren, Willhaus, Bennett, & Hayden, 2012;Waznonis, 2015).…”

Section: Introductionmentioning

confidence: 98%

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

Beroz

2017

Clinical Simulation in Nursing

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Section: Introductionmentioning

confidence: 98%

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

Beroz

2017

Clinical Simulation in Nursing

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“…Although simulation promotes learning, it can be stressful, and could result in anxiety (Decker, Fey, Sideras, et al ., ). It is important for educators to prioritize the elements of debriefing to help determine the most appropriate debriefing method by course requirements or available facilities (Waznonis, ).…”

Section: Introductionmentioning

confidence: 99%

Survey of factors influencing learner engagement with simulation debriefing among nursing students

Roh

Jang

2017

Nursing & Health Sciences

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Simulation-based education has escalated worldwide, yet few studies have rigorously explored predictors of learner engagement with simulation debriefing. The purpose of this cross-sectional, descriptive survey was to identify factors that determine learner engagement with simulation debriefing among nursing students. A convenience sample of 296 Korean nursing students enrolled in the simulation-based course completed the survey. A total of five instruments were used: (i) Characteristics of Debriefing; (ii) Debriefing Assessment for Simulation in Healthcare - Student Version; (iii) The Korean version of the Simulation Design Scale; (iv) Communication Skills Scale; and (v) Clinical-Based Stress Scale. Multiple regression analysis was performed using the variables to investigate the influencing factors. The results indicated that influencing factors of learning engagement with simulation debriefing were simulation design, confidentiality, stress, and number of students. Simulation design was the most important factor. Video-assisted debriefing was not a significant factor affecting learner engagement. Educators should organize and conduct debriefing activities while considering these factors to effectively induce learner engagement. Further study is needed to identify the effects of debriefing sessions targeting learners' needs and considering situational factors on learning outcomes.

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“…Moreover, another focus group interview study of nursing students indicated facilitators' debriefing skills were critical for productive and reflective discussions (Fey et al, 2014). A national survey of 216 educators in traditional baccalaureate nursing programs also reported that most debriefing training was informal and lacked a refresher orientation (Waznonis, 2015). Significant funding is required to generate sufficient financial resources to purchase, maintain, and upgrade simulation laboratories, including associated equipment and staffing costs involved in utilizing high-fidelity human patient simulators.…”

Section: Literature Reviewmentioning

confidence: 99%

Survey of outcomes in a faculty development program on simulation pedagogy

Roh

Kim²,

Tangkawanich

2015

Nursing & Health Sciences

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Although many nursing programs use simulation as a teaching-learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre-course and post-course design. Sixteen Thai participants completed a two-day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self-perceived learning about simulation teaching showed significant post-course improvement. On a five-point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post-course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation-based learning domain.

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Simulation Debriefing Practices in Traditional Baccalaureate Nursing Programs: National Survey Results

Cited by 43 publications

References 17 publications

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

Survey of factors influencing learner engagement with simulation debriefing among nursing students

Survey of outcomes in a faculty development program on simulation pedagogy

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