The Effects of a Deliberate Practice Debriefing During a Response to Rescue Patient Simulation With Undergraduate Nursing Students

Abstract

The purpose of this multisite, randomized, pretest/posttest quasi-experimental study was to compare student nurse competency, learning retention, and perceived student support after exposure to a deliberate practice debriefing versus standardized debriefing. Fifty undergraduate students participated in the complex response to rescue simulation. The intervention group had significantly higher total mean and three subscale scores on the competency tool than the comparison group, although differences in learning retention and student support were not significant. This study provides preliminary support for the effectiveness of deliberate practice debriefing to enhance students’ mastery of skills and behaviors in complex simulations.

Society for Simulation in Healthcare Guidelines for Simulation Training

“…Benefits: Debriefing was found to be superior to no debriefing, [101][102][103][104][105][106][107][108][109][110][111][112][113][114][115][116][117][118][119] but it was unclear whether 1 method of debriefing was superior over another. Improved retention of skills was reported with video-reviewed debriefing vs without.…”

“…Summary of the evidence: Of the 54 randomized and 10 observational studies reviewed, 19 studies focused on standard debriefing compared with other debriefing methods, [101][102][103][104][105][106][107][108][109][110][111][112][113][114][115][116][117][118][119] 6 studies compared low-fidelity to high-fidelity simulation-based training, [120][121][122][123][124][125] and 7 studies compared simulation to other learning modalities. [126][127][128][129][130][131][132] Studies included healthcare professionals and students, residents and fellows, or mixed teams.…”

Exploring private university attractiveness from students’ perspective to ensure sustainable institutes: an empirical investigation from Indian perspective

“…Universities are required to map their academic programs and services with the perceptions of students and parents' academic requirements (Parzych et al, 2021). The skill development and behavior management of students requires student support services from the universities (Aronson et al, 2021) in order to develop sustainable institution. Research found that there is an inverse relationship between perceived student support and the anxiety levels of students incorporating positive orientation by universities (Jin and Dewaele, 2018).…”

“…Furthermore, in university learning system, an important aspect is that of facilitating a student support system. With respect to academic support, the perceived and actual student support with respect to a particular education system plays an instrumental role in a student's life (Aronson et al, 2021;Visser and Visser, 2000). During the current pandemic scenario, the online student support became a critical factor for the students in terms of reliability of services, technology support system, faculty support, student's learning retention and support from HEIs' administration (Tice et al, 2021).…”

“…Furthermore, in university learning system, an important aspect is that of facilitating a student support system. With respect to academic support, the perceived and actual student support with respect to a particular education system plays an instrumental role in a student’s life (Aronson et al. , 2021; Visser and Visser, 2000).…”