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

Abstract

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.

‘A much kinder introduction’: exploring the benefits and challenges of paediatric simulation as a transitioning tool prior to clinical practice

“…This is in direct contrast to much of the medical literature in this area that presents simulation as 'anxiety provoking' (24,(39)(40)(41). This study included many of the recommendations for mitigating anxiety in simulation evident in the literature such as creating a safe learning environment, developing trusting relationships and supporting performance expectations (42) (43,44). This is further evident in the 'applied learning' theme where students had directly transferred their learning from the simulated practice to clinical practice by using concrete examples.…”

Quality improvement for self-confidence, critical-thinking, and psychomotor skills in basic life support of nursing health professionals through case-scenario simulation training

“…Experiential learning with a simulator has shown to improve knowledge retention, satisfaction, and confidence among learners, even among experienced nursing staff. [10][11][12] Anxiety is common and universal among nurses of all levels and duration of experience, from new graduates to highly-skilled proficient nurses, which subsequently can lead to delays in cardiopulmonary resuscitation, manifesting as struggles with the resuscitation equipment, performing CPR or ventilation with bag-valve-mask, or team communication. [10,11,13] Simulation training can improve staff response times in recognizing and acting in clinical emergencies, specifically life-saving actions such as chest compressions, AED use, and epinephrine administration.…”

“…[27] Simulation debriefing also reduces anxiety for real-life situations through building self-confidence and developing competency among participants. [12] Open-ended questions can focus on either individual performance or team performance such as the following: "How did you feel during the scenario?" "What are things you did well as a team?"…”