The Importance of Debriefing in Clinical Simulations

Cantrell, Mary Ann

doi:10.1016/j.ecns.2008.06.006

Cited by 176 publications

(101 citation statements)

References 12 publications

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“…This finding was consistent with previous work which indicated debrief as key to success in learning [33][34][35] . Hence, engaging students in reflective thinking post simulation exercise was paramount for learning.…”

Section: Discussionsupporting

confidence: 83%

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

Loke

Lee

Noor

et al. 2014

JNEP

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Background: The continued use of high fidelity full sized human patient simulation manikins (HF-HPSMs) for developing decision making skills of nursing students has led to growing research focusing its value on student learning and decision making skills. Methods:In October 2012, a cross-sectional survey using the 24-item Nurse Decision-Making Instrument was used to explore the decision making process of 232 pre-registration nursing students (age 22.0 ± 5.4; 83.2% female) in Singapore. Results:The independent samples t-tests demonstrated three significant predictive indicators. These indicators include: prior experience in high fidelity simulation based on pre-enrolled nursing course (t = 70.6, p = .001), actual hands-on practice (t = 69.66, p < .005) and active participation in debrief (t = 70.11, p < .005). A complete experience based on role-playing followed by active discussion in debrief was a significant contributor to the decision making process (t = 73.6667, p < .005). However, the regression model indicated active participation in debrief as a significant variable which explained its development (t = 12.633, p < .005). Conclusions:This study demonstrated the usefulness of active participation in simulation learning for an analyticintuitive approach to decision making, however active participation in debrief was a more important influencing element than role-playing. In situations where resources are limited for students to experience hands-on role-playing, peer reviewing and feedback on others' experiences could benefit students, just as much. However, further study is warranted to determine the development of HF-HPSMs as a pedagogic tool for enhancing the decision making process of nursing students.

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Section: Discussionsupporting

confidence: 83%

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

Loke

Lee

Noor

et al. 2014

JNEP

View full text Add to dashboard Cite

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“…The findings supported that the teachers' abilities in facilitating are crucial [20,45] . The educator's role is to clarify what kind of communities the students should learn for and to recognize that the perception of risk and tolerance for anxiety is individual [40] .…”

Section: Discussionsupporting

confidence: 75%

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

Tosterud

Hall‐Lord

Petzäll

et al. 2014

JNEP

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The debriefing phase in human patient simulation is considered to be crucial for learning. To ensure good learning conditions, the use of small groups is recommended, which poses a major challenge when the student count is high. The use of large groups may provide an alternative for typical lecture-style education and contribute to a more frequently and repeated training which is considered to be important for achieving simulation competency. The purpose of the present study was to describe nursing students' experiences obtained during the debriefing conducted in small and large groups with the use of a qualitative descriptive approach. The informants had participated in a human patient simulation situation either in large or small groups. Data was collected through the use of five focus-group interviews and analysed by content analysis. The findings showed that independent of group-size the informants experienced the learning strategies to be unfamiliar and intrusive, and in the large groups to such an extent that learning was hampered. Debriefing was perceived as offering excellent opportunities for transferable learning, and activity, predictability and preparedness were deemed essential. Small groups provided the best learning conditions in that safety and security were ensured, but were perceived as providing limited challenges to accommodate professional requirements as a nurse. Simulation competency as a prerequisite for learning was shown not to be developed isolated in conjunction with simulation, but depends on a systematic effort to build a learning community in the programme in general. The faculty needs to support the students to be conscious and accustomed to learning as a heightened experience of learning out of their comfort zone.

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“…He/she should guide the discussion without lecturing, clarify information, provide constructive information, employ active listening and be reliable and respectful. They must be able to promote learning and discussion in an organized and non-threatening manner (Cantrell, 2008).…”

Section: Discussionmentioning

confidence: 99%

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

2017

IJND

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Background: Simulation is a key tool for learning, and the debriefing is a central component in this process. Aims: To analyse how structured debriefing after simulated practice impacted on the student's evaluation instead of traditional feedback; to analyse the influence of structured debriefing on some outcomes associated with simulated practice. Design: Randomized control trial post-test only design with control group. Methods: Developed with 85 graduation´s students (4 th year), randomly divided into two groups: a control group(44), who received traditional feedback after the simulated practice, and experimental group(41) that received structured debriefing. The Simulation Debriefing Assessment Scale (EADaS), and a questionnaire of perceived outcomes associated with the simulation were applied. Statistical analysis was performed with SPSS nonparametric tests. Formal and ethical aspects were respected. Results: The sample is mostly women (92.9%) with a mean age of 21.89±2.81years. Experimental group presented higher averages in all dimensions and in global EADaS, as well as statistically significant differences from the control group. Each of the dimensions evaluated is statistically significant and strongly correlated with the global. Regarding the results associated with simulation perceived by students, the experimental group generally perceived these results as being better in all areas surveyed. Conclusions: Structured debriefing in association with simulation has a higher impact for students compared to traditional feedback, with clear contributions to learning.

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The Importance of Debriefing in Clinical Simulations

Cited by 176 publications

References 12 publications

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

High fidelity full sized human patient simulation manikins: Effects on decision making skills of nursing students

Debriefing in simulation conducted in small and large groups - nursing students’ experiences

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

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