State of Prebriefing and Debriefing in Virtual Simulation

Badowski, Donna; Wells-Beede, Elizabeth

doi:10.1016/j.ecns.2021.10.006

Cited by 9 publications

(4 citation statements)

References 13 publications

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“…A major finding from this study is that the use of simulation pedagogy is key to achieving those outcomes, uncovering tacit knowledge, and promoting readiness for practice. Students in this study rated the prebriefing and debriefing activities as essential to their learning, a finding that has been reported in earlier studies [ 35 – 37 ]. Anyone facilitating VS needs training in this process [ 38 ].…”

Section: Discussionsupporting

confidence: 77%

Virtual simulation in healthcare education: a multi-professional, pan-Canadian evaluation

Verkuyl,

Violato,

Harder

et al. 2024

Adv Simul

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Background As we experience a shortage of healthcare providers in Canada, it has become increasingly challenging for healthcare educators to secure quality clinical placements. We evaluated the impact of virtual simulations created for the virtual work-integrated learning (Virtu-WIL) program, a pan-Canadian project designed to develop, test, and offer virtual simulations to enrich healthcare clinical education in Canada. Evaluation was important since the virtual simulations are freely available through creative commons licensing, to the global healthcare community. Methods Students self-reported their experiences with the virtual simulations and the impact on their readiness for practice using a survey that included validated subscales. Open-ended items were included to provide insight into the students’ experiences. Results The evaluation included 1715 Nursing, Paramedicine and Medical Laboratory students enrolled in the Virtu-WIL program from 18 post-secondary universities, colleges, and institutions. Results showed most students found the virtual simulations engaging helped them learn and prepare for clinical practice. A key finding was that it is not sufficient to simply add virtual simulations to curriculum, careful planning and applying simulation pedagogy are essential. Conclusion Virtual simulation experiences are increasingly being used in healthcare education. Results from this rigorous, large-scale evaluation identified ways to enhance the quality of these experiences to increase learning and to potentially decrease the number of hours healthcare students need in clinical practice to meet professional competencies. Further research is needed regarding many aspects of virtual simulations and, in particular, curriculum integration and the timing or sequencing of virtual simulations to best prepare students for practice.

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Section: Discussionsupporting

confidence: 77%

Virtual simulation in healthcare education: a multi-professional, pan-Canadian evaluation

Verkuyl,

Violato,

Harder

et al. 2024

Adv Simul

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“…One of the main strengths of this study was the comprehensive SG-VS educational strategy, which was conducted synchronously online, allowing for the simulation participants and the facilitator to have real-time interactions and discussions. Addressing a gap in the virtual simulations literature ( Badowski & Wells-Beede, 2022 ; Luctkar-Flude et al, 2021 ), the SG-VS included structured prebriefing and debriefing strategies ( Table 1 ), which were positively perceived by the students. Prebriefing promotes participants’ psychological safety and the achievement of simulation objectives.…”

Section: Discussionmentioning

confidence: 99%

“…This review also identified many variations in the use of virtual simulation technologies in nursing education, which limits the conclusions that can be made concerning the effectiveness of a particular virtual simulation technology or delivery method. These findings were evident during the 2020–2021 global lockdown as nurse educators rapidly transitioned from facilitating in-person human patient simulations (HPS) to online virtual simulations—experiencing a lack of consistency in virtual simulation delivery methods as well as virtual simulation prebriefing and debriefing practices ( Badowski & Wells-Beede, 2022 ; Luctkar-Flude et al, 2021 ). Now, as nurse educators return to the “new normal,” which may include the permanent use of virtual simulations in the nursing curriculum, they must take the time to evaluate the effectiveness of virtual simulations experiences delivered during the COVID-19 pandemic and incorporate them following appropriate theoretical frameworks and evidence-based standards of best practice in simulation-based teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

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

Penalo

Store

2023

Teaching and Learning in Nursing

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“…Virtual reality technology has been initially explored in several clinical nursing elds, and for nursing students, virtual reality technology is currently used for nursing operation skills learning and nursing competence development in complex scenarios [11] . The technology is now more widely used in nursing education in developed countries [12] . However, at present, domestic and international studies mostly use quantitative methods to assess students' learning outcomes, and there are fewer studies on students' subjective perceptual experience in the process of using VR for learning, which can not yet comprehensively re ect the quality of virtual reality technology teaching [13] .…”

Section: Introductionmentioning

confidence: 99%

Participating experience of virtual reality teaching among nursing Students：a meta synthesis of qualitative studies

Gao,

Zheng,

et al. 2024

Preprint

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Objective To systematically evaluate research on nursing students' experience of participating in teaching virtual reality technology. Methods A computerized search of PubMed, Web of science, Wiley Online Library, China Knowledge Network, Wanfang Database, and China Biomedical Literature Service System was conducted to search for qualitative studies on nursing students' experiences of participating in teaching with virtual reality technology, with a time frame from 2013 to 2023. The quality of the literature was evaluated using the quality evaluation criteria of Australian JBI evidence-based health care centers，and the results were summarized and integrated using the aggregative integration method. Results A total of 9 studies were included, ultimately distilling 37 findings from the original studies, which were summarized to form 7 new categories, yielding 3 integrated findings: strengths and needs of virtual reality teaching and learning experiences; weaknesses and challenges of virtual reality teaching and learning experiences; and future applications and possibilities of virtual reality teaching and learning. Conclusion By combining the advantages of virtual reality technology with the occurrence of nursing teaching, nursing students can experience immersive experiential learning at any time and any place without time and space constraints, and the overall cognitive pleasure of nursing students to this virtual teaching system is good. However, it is necessary to further enrich the details of teaching content design and optimize the technical experience of virtual reality.

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State of Prebriefing and Debriefing in Virtual Simulation

Cited by 9 publications

References 13 publications

Virtual simulation in healthcare education: a multi-professional, pan-Canadian evaluation

Virtual simulation in healthcare education: a multi-professional, pan-Canadian evaluation

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

Participating experience of virtual reality teaching among nursing Students：a meta synthesis of qualitative studies

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