No abstract

AIM The aim of this study was to evaluate the impact of simulation prebriefing on nursing students’ perceptions of overall effectiveness, learning, and self-confidence. BACKGROUND Most research highlights debriefing as the most important component influencing learning outcomes; the focus on prebriefing is limited. METHOD This quasiexperimental design study compared outcomes among four groups of undergraduate students (n = 119) at two schools of nursing: no prebriefing, prebriefing with learning engagement and orientation activities, prebriefing with orientation activities, and prebriefing with learning engagement activities. RESULTS Perceptions of overall simulation effectiveness, learning, and self-confidence were significantly higher with prebriefing (p = .000) compared to no prebriefing. No significant distinction (p >.05) was found among the prebriefing activities. CONCLUSION Findings from this study support the use of learning engagement and orientation activities during prebriefing in order to enhance overall simulation effectiveness.

Coexisting medical conditions in the psychiatric population may present as behavioral symptoms; however, the use of a tool that focuses assessment toward medical factors such as abnormal heart rate, abnormal temperature, and advanced age can direct further investigation of behavioral symptoms.

No abstract