The efficacy of simulation debriefing in developing critical thinking in accelerated baccalaureate nursing students

Wallace, Debra R.; Moughrabi, Samira

doi:10.5430/jnep.v6n5p13

Cited by 7 publications

(4 citation statements)

References 21 publications

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“…As no two patient situations are the same, nurses need to be able to apply their knowledge to unique situations (Phillips & Duke 2001). Developing the critical thinking skills of nursing students is therefore an imperative of clinical learning programs and is an expectation of those facilitating learning in the clinical setting (Sullivan 2012, Gaberson et al 2015, Wallace & Moughrabi 2016. Questioning is one strategy used by clinical educators to develop nursing students' clinical reasoning skills (Hunter & Arthur 2016).…”

Section: Introductionmentioning

confidence: 99%

Questioning skills of clinical facilitators supporting undergraduate nursing students

Phillips

Duke

Weerasuriya

2017

Journal of Clinical Nursing

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Section: Introductionmentioning

confidence: 99%

Questioning skills of clinical facilitators supporting undergraduate nursing students

Phillips

Duke

Weerasuriya

2017

Journal of Clinical Nursing

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“…[7] As a result, the advantages to utilize simulation are numerous as it may decrease anxiety in clinical performance, and meet teamwork competencies for students. [3,[6][7][8][9][10] A study by Waznonis (2015) also found that simulation offers the opportunity to increase self-confidence in students. [11] Previous studies are limited as they did not reflect on the working dynamics of simulation debriefing and its effects on decreasing anxiety.…”

Section: Literature Reviewmentioning

confidence: 99%

“…[12] Simulation allows for reflective learning, where one is able to review performance, and earn feedback from the facilitator by observing the students' clinical abilities. [10] Additionally, the use of simulation allows for an interactive learning environment by requiring communication among team members and using standardized patients, which depict common issues experienced by nurses. [13] Simulation amplifies real experiences as it allows students to reproduce their actions in the real world; thus allowing for a better focus on patient care.…”

Section: Literature Reviewmentioning

confidence: 99%

The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

Wallace

Gill

2019

JNEP

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Background and objective: The development of self-confidence is an essential element of a nurse in the clinical setting. Nursing educators discuss the addition of simulation and debriefing into learning activities, which play a central role in identifying the fundamental elements of safety and clinical efficiency.Methods: Quality and Safety Education for Nurses (QSEN) competencies are used to examine the data supporting the effectiveness of simulation debriefing in nursing students registered in a fast-tracked baccalaureate program. This novel approach allows one to quantitatively measure the relationship between simulation debriefing, self-confidence and reduced anxiety.Results: Univariate Spearman Rho regression displays a significant positive correlation between reduced anxiety, self-confidence, and debriefing. The feedback received is encouraging, productive, and effective to learning. Logistic multivariate regression reveals debriefing mechanisms predict developing self-confidence and reducing anxiety, allowing the likeness on student’s clinical judgement and methodology to patient care (χ2 = 34.249, p = .011), sufficient time being provided to reflect and review clinical performance (χ2 = 0.68, p = .30) and identifying the justification for the actions and responses (χ2 = 119.365, p = .001).Conclusions: Debriefing is a central element that can be applied as a teaching strategy during simulation. This study offers further understanding of the role of debriefing in enhancing self-confidence and reducing anxiety in nursing students. This is a critical learning component and ought to be applicably focused in nursing education.

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“… Pensar, refletir e agir O pensamento crítico é um atributo essencial para a enfermagem; o uso da simulação para o ensino de enfermagem possibilita que o estudante experimente situações que replicam a realidade em praticamente todas as características de uma vivência clínica, de modo que ele possa aprender como deverá agir ou até mesmo gerenciar uma situação real de forma prática e segura, quando estiver atuando (WALLACE;MOUGHRABI, 2016). Isso refletiu-se nas falas abaixo:…”

Section:  Simulação E O Cuidado Integralunclassified

Simulação realística como recurso metodológico no ensino de graduação em enfermagem: percepção do aluno

Turole¹

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The realistic simulation as a teaching methodology in health makes a significant contribution to the training of more skilled professionals, thereby producing technical, ethical and political expertise to face the health problems in which they are inserted. Accordingly, this study intends to unveil the viewpoint of the student after its learning in nursing by means of the realistic simulation. The methodology path was constructed based on the phenomenological qualitative research. The research scenario was a higher education institution in the city of Itapira, countryside of the state of São Paulo. We performed interviews with seven undergraduate nursing students regularly enrolled in the aforementioned institution. Regarding the theoretical framework, we used the Heidegger's hermeneutic phenomenology. In order to perform the interviews, we opted for two guiding questions, which guided the way to be covered, with concern about the experience lived by the subjects: What was it for you to use the realistic simulation during the learning in nursing? How do you perceive the use of the realistic simulation methodology for your performance with the customer and its family? From the descriptions of the students about the learning in nursing, it was possible to know the meanings and senses of the learning in nursing and their experience throughout this process. We noticed twenty-five propositions and eleven thematic convergences, which were divided into three open categories: Significant experience; Knowledge construction; Simulation, thinking, acting and learning. The realistic simulation has emerged as a methodology that fosters the development of critical thinking in students, thereby promoting selfassessment and experiential learning, besides providing an authentic experience, in a controlled environment, with a planned pedagogical purpose, which is able to awaken true feelings that move students towards to a leading role in the pursuit of knowledge. We hope that this research will contribute to the development of active learning strategies, thereby offering methodological grants for the training of skilled professionals in the field of nursing.

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The efficacy of simulation debriefing in developing critical thinking in accelerated baccalaureate nursing students

Cited by 7 publications

References 21 publications

Questioning skills of clinical facilitators supporting undergraduate nursing students

Questioning skills of clinical facilitators supporting undergraduate nursing students

The value of simulation debriefing in launching reduced anxiety and improved self-confidence in the clinical setting for accelerated baccalaureate nursing students

Simulação realística como recurso metodológico no ensino de graduação em enfermagem: percepção do aluno

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