Structured debriefing in nursing simulation: students’ perceptions

Abstract

Background and objective: Debriefing is a strategy that allows participants to explore, analyze and synthesize their thinking processes, emotional status and other aspects in a simulated experience with a view to improving their performance in real-life situations. The aim of this study was to analyze the students' perceptions of structured debriefing. Methods: A qualitative study was conducted with a sample of 22 final-year students of an undergraduate nursing degree. A voluntary, anonymous and confidential questionnaire was used. Content was analyzed based on Bardin's methodology. Results: Five categories emerged from content analysis: concept, attributes, cognitive impact, psychosocial impact, and affective impact. These categories were grouped into two dimensions: 'Perceptions of Structured Debriefing' and 'Impact of Structured Debriefing on the Students'. Several suggestions emerged, such as the continuity of use and application to other contexts. Conclusions: Students perceived structured debriefing as an interactive method which allows them to consolidate and systemize their knowledge, reflect individually and collectively on the activities, and structure their ideas. They also mentioned that it enabled them to be more comfortable to ask questions and establish a closer relationship with their colleagues, facilitating communication and improving their skills.

Impact of a simulated practice program in the construction of self-confidence for intervention in emergencies and its association with knowledge and performance

“…Simulation has proven to be an excellent strategy for competency building in nursing students, [2,19,28,37] as well as for improving nurses' self-confidence [7-9, 14, 37-40] to respond to emergency situations, which was also evident in this study. The possibility of training in safe simulated environments and being able to make errors without direct risks to the patients promoted students' learning.…”

“…The scenarios were developed in groups of four students. After solving each scenario, a non-judgmental [28,29] debriefing session was held, centered on reflections about practice in the attempt to consolidate knowledge. In the simulation classes, we used the conceptual model proposed by Jeffries, [30] that includes the teacher, the student, the educational practices and the simulation design as agents influencing the results.…”

Student’s opinion about feedback vs structured debriefing:a randomized controlled trial

“…Debriefing is an opportunity to summarize cognitive and behavioural learning, and moral nature of answers, as we found in this study (Coutinho et al, 2016). This applies to aspects such as structuring thinking, learning, identifying priorities, improved identification of resources to use, focusing on the important aspects of the procedure, developing skills for good decision-making and identifying areas for improvement in future situations, aspects which are depicted in the scores in the cognitive dimension.…”

Teaching of pressure injury prevention and treatment using simulation

“…When debriefing is used in a structured way, it is associated with learners' gains. 22,30,31 It is intended to occur in a respectful learning environment, which provides participants' feedback, expression of their emotions, preserving students' confidence and self-esteem. It is the phase of the method that takes the greatest time, and due to its relevance, it should be structured, planned and directed to the promotion of critical and reflective thinking by the participants.…”

“…It is a stage of reflection on the simulated clinical experience, which causes the development of clinical judgment. 28,30,31 In the debriefing, the simulation participants are invited to present a report of what happened, what was performed and how the activity was performed to solve the situation proposed in the clinical scenario. 30 It should be explicit to the participants that the debriefing is not related to the evaluation and/or ridicule of the students; it aims to identify different perceptions and attitudes by the learner; to relate the exercise and the theory or content, and the technical skills; to allow the transmission of feedback about nature and Nursing teaching and simulation Mazzo A, Miranda FBG, Meska MHG, Bianchini A, Bernardes RM, Pereira Junior GA practice during the scenario in a comfortable atmosphere for the participants.…”