The impact of a three-phase video-assisted debriefing on nursing students' debriefing experiences, perceived stress and facilitators' practices: A mixed methods study

Zhang, H.; Wang, W.; Goh, Sam Hong Li; Wu, Vivien Xi; Mörelius, Evalotte

doi:10.1016/j.nedt.2020.104460

Cited by 16 publications

(10 citation statements)

References 24 publications

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“…Nevertheless, students rated PVEF tutors' feedback practices slightly higher than those of PVIF tutors and faculty members. The DASH's Cronbach α value was 0.951, which was similar to the value of 0.93 reported in a previous local study 23…”

Section: Resultssupporting

confidence: 87%

“…The DASH-SV achieved good internal consistency in the local nursing students, with a Cronbach α of .93. 23…”

Section: Feedback Practicementioning

confidence: 99%

“…The DASH's Cronbach α value was 0.951, which was similar to the value of 0.93 reported in a previous local study. 23 Effect on Sense of Empowerment (QEN) Supplemental Digital Content 6, Table 3, available at: http://links.lww.com/NE/B197, indicates no significant differences throughout all 5 QEN domains between the PF group (n = 9) and the control group (n = 9) before and after the intervention. Both groups increased their scores in 3 domains (personal integrity, expertise, and future orientation) and decreased their scores in 2 domains (moral principles and sociability) without significance.…”

Section: Effect On Feedback Practice (Dash)mentioning

confidence: 99%

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Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment

et al. 2022

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Background: Peer feedback (PF) has attracted much attention in health profession education with growing evidence on its benefits. However, it lacks a proper framework to guide its operation, which raises concerns about its quality in nursing education. Purpose: To compare the effects of a 3-phase PF versus faculty feedback (FF) on students' reflective abilities and clinical competencies after simulated practice, and its impacts on peer tutors' feedback practices and empowerment level. Methods: This study used a 3-arm pretest-posttest quasi-experimental methodology. Results: Peer verbal feedback significantly increased students' reflective abilities and clinical competencies, while peer video feedback significantly increased clinical competencies. However, FF outcomes did not reach significance. Peer tutors' empowerment level did not significantly improve, but feedback practices were perceived as comparable with FF. Conclusions: Peer feedback can potentially improve students' reflective abilities and clinical competencies. Proper feedback training with a structured framework will likely enhance peer tutors' feedback practices.

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Section: Resultssupporting

confidence: 87%

“…The DASH-SV achieved good internal consistency in the local nursing students, with a Cronbach α of .93. 23…”

Section: Feedback Practicementioning

confidence: 99%

Section: Effect On Feedback Practice (Dash)mentioning

confidence: 99%

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Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment

et al. 2022

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“…Concomitantemente, es muy importante la elaboración de protocolos para el desarrollo de los talleres de simulación, que incorporen la metodología (pre-debriefing, escenario y debriefing) de acuerdo a la actividad académica a realizar; debido a que ayuda a los estudiantes a construir su propio aprendizaje como un proceso y a extrapolar lo aprendido a situaciones más generalistas mediante la reflexión, el análisis, la internalización y la relación que se establece en la etapa del debriefing (Zhang et al, 2020), así como la capacitación a los docentes, con el fin de ampliar sus conocimientos en la simulación y en la importancia del uso de estos documentos para optimizar dichos talleres (Ñáñez et al, 2019;Verkuyl et al, 2020).…”

Section: Discussionunclassified

Autoconfianza de los estudiantes de técnico en enfermería a partir de una experiencia clínica simulada

Gatica-Videla¹,

Ilufi-Aguilera²,

Fuentealba-Cruz

2021

Form. Univ.

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Se evalúa el efecto de una secuencia didáctica que incorporó la utilización de simulación clínica de baja fidelidad con apoyo de tecnología, con diferentes escenarios virtuales que reunía diversos casos clínicos. Esto con la finalidad de analizar el impacto de esta herramienta pedagógica en el nivel de autoconfianza adquirido por estudiantes de la carrera de Técnico en Enfermería. Para ello se aplicó, antes y después de implementar la secuencia en forma remota virtual, la escala de autoconfianza (self-confidence scale), a 89 estudiantes que cursaban la asignatura Práctica de Enfermería II. Los resultados indican que después de la intervención, los estudiantes incrementaron su nivel de autoconfianza, presentándose el mayor aumento en la dimensión capacidad de intervención de un paciente (18.22%), es decir, en la capacidad de ejecución de destrezas y habilidades motrices, competencia fundamental a desarrollar a nivel técnico. Se concluye que es aconsejable la incorporación de la simulación clínica de baja fidelidad de manera sistemática en el currículo de las carreras técnicas del área de salud.

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“…In HFS, an essential aspect of learning is the process of debriefing; thus, the core of the literature on HFS focuses predominantly on the process of debriefing and the reflection on action learning [25][26][27][28]. To attain the standards of debriefing, the International Nursing Association for Clinical Simulation and Learning highlights the currently available framework, such as gather, analyse, summarise (GAS); debriefing with good judgement; promoting excellence and reflective learning in simulation; debriefing for meaningful learning; plus-delta; 3D model of debriefing; and the outcome-present state test model of clinical reasoning.…”

Section: Introductionmentioning

confidence: 99%

Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase

2022

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Background Simulation is part of the training provided to nurses enrolled in the master’s degree for critical care nursing programmes at our institution. Although the students are practicing nurses, many still make mistakes when performing nursing procedures related to critical care during simulation sessions, and these mistakes must be addressed during the debriefing session. The aim of the study is to compare the knowledge and skills acquired by groups of postgraduate critical care nursing students who were exposed to high-fidelity simulation (HFS) by using different debriefing structures. Methods A quasi-experimental crossover design was utilised during the post-tests and objective structured clinical examinations (OSCEs). The students were divided into two groups: one was exposed to HFS with a 3-phase debriefing, and the other was exposed to HFS with a multiphase debriefing. Both groups involved facilitator-guided and video-assisted debriefings. Results Overall, the post-test scores (p-value: Phase 1 = 0.001 and Phase 2 = 0.000) and post-OSCE scores (p-value: Phase 1 = 0.002 and Phase 2 = 0.002) support that the group of postgraduate students who underwent HFS with a multiphase debriefing structure gained significantly higher scores compared to the group who underwent HFS with a 3-phase debriefing structure. Conclusion Debriefing is a critical component of successful simulation. Learning requires assessment that creates constructive criticism based on feedback and reflection. A multiphase debriefing structure, specifically the healthcare simulation after-action review, provides a significant advantage for knowledge and skills acquisition.

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The impact of a three-phase video-assisted debriefing on nursing students' debriefing experiences, perceived stress and facilitators' practices: A mixed methods study

Cited by 16 publications

References 24 publications

Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment

Using a 3-Phase Peer Feedback to Enhance Nursing Students' Reflective Abilities, Clinical Competencies, Feedback Practices, and Sense of Empowerment

Autoconfianza de los estudiantes de técnico en enfermería a partir de una experiencia clínica simulada

Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase

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