Comparing the effectiveness of video-assisted oral debriefing and oral debriefing alone on behaviors by undergraduate nursing students during high-fidelity simulation

Grant, Joan S.; Dawkins, Denise; Molhook, Lori; Keltner, Norman L.; Vance, David E.

doi:10.1016/j.nepr.2014.05.003

Cited by 42 publications

(32 citation statements)

References 26 publications

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“…In the study carried out by Grant, Dawkins, Molhook, Keltner ve Vance (2014), no difference was observed between average total performance scores of two groups one of which was given video aided verbal feedback and the other one given only verbal feedback during HFS. Konieczny (2016) conducted a study to analyze whether HFS education increased nursing students' knowledge in medication or not and found that HFS education increased nursing students' knowledge in medication and that they obtained higher knowledge scores in comparison with LFS.…”

Section: Resultsmentioning

confidence: 90%

The use of high fidelity simulation in nursing education: A literature review<p>Hemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi

Sarı

Erdem

2017

HumanSciences

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Nursing is an applied profession which requires the combination of theoretical content and practical skills in a meaningful way. Nursing education must help students internalize information, skills, attitudes, professional values and ethical standards concerning the discipline and make them a part of their behavior. Nursing education necessitates an education system which covers all cognitive, affective and psychomotor areas of learning at a level of adequacy that could get students to assume the specified roles. As well as technical skills, such skills as providing a holistic and empathic health care and communication and team cooperation must be included by this system. The main objective of nursing education is to train nurses who can combine theory and practice, think critically in the learning process and have acquired effective problem solving skills. In the educational settings of our day, different teaching technologies are employed at each stage of instruction. Many instructional methods and strategies are tried out for the improvement of information and skills in nursing education. A great majority of educational methods and strategies consists of computer aided education, simulation and distance education approaches.

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Section: Resultsmentioning

confidence: 90%

The use of high fidelity simulation in nursing education: A literature review<p>Hemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi

Sarı

Erdem

2017

HumanSciences

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“…2020;41:e20190182 Emphasis was given on oral debriefing associated with the video-assisted debriefing. Two studies, conducted with nursing students (47) and health workers (48) did not identify statistically significant differences between the two techniques regarding the performance of those involved, suggesting nursing educators can use either technique to achieve learning outcomes in the simulation (46) .…”

Section: Discussionmentioning

confidence: 99%

“…Oral debriefing technique alone Lead author: Fanning et al (35) Oral debriefing technique associated with written debriefing recorded in a blog or collaborative debriefing Lead author: Petranek (37) Oral debriefing technique associated with written debriefing recorded in journal or journaling Lead author: Petranek (37) Grant et al (29) Study based on the Q methodology, which integrated quantitative and qualitative methods to identify perception in relation to the applied debriefing technique Video-assisted debriefing technique Lead author: Grant et al (29) Levett-Jones et al (38) Ha (30) Quasi-experimental study comparing the oral debriefing technique associated with oral debriefing video alone Oral debriefing technique alone Lead author: Fanning et al (35) Video-assisted debriefing technique Lead author: Grant et al (29) Henneman et al (31) Experimental study with pre-and post-test application to compare the efficacy of three debriefing techniques and determine the most effective…”

Section: Authors Outline Debriefing Methods and Lead Authorsmentioning

confidence: 99%

“…Country Level of evidence Kang et al (1) South Korea III Reed (12) USA II Dreifuerst (22) USA III Johnston et al (23) Australia II Kuiper et al (24) USA VI Poore et al (25) USA VI Reierson et al (26) Norway V Mariani et al (27) USA V Mariani et al (28) USA III Grant et al (29) USA II Ha (30) South Korea VI Henneman et al (31) USA II Maestre et al (32) Spain V…”

Section: Authorsmentioning

confidence: 99%

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Debriefing methods and techniques used in nursing simulation

Nascimento

Oliveira

Alves

et al. 2020

Rev. Gaúcha Enferm.

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Integrative Review Debriefing methods and techniques used in nursing simulationMétodos e técnicas de debriefing utilizados em simulação na enfermagem Métodos y técnicas de debriefing utilizadas en la simulación de enfermería ABSTRACT Objective: To identify in the literature methods and techniques of debriefing used in teaching and learning in nursing simulation. Methods: Integrative review of PubMed/MEDLINE®, LILACS, Scopus and CINAHL® databases, with the descriptors "nursing", "nursing education", respective terms in English and Spanish, and the keyword "debriefing". Twelve primary studies, in Portuguese, English and Spanish, from January 2008 to December 2018 were included. Qualitative analysis was used to categorize the domains. Results:The identified meaningful learning methods were based on principles of transfer of learning; model of clinical reasoning, interprofessional, with good judgment and structured and self-debriefing techniques, oral, eye-tracking, video-assisted and written debriefing. Conclusions:The structured method and the oral technique with video were outstanding. One method was not superior to the other but effective for a particular proposal. No national studies have been found. Research should be conducted on the effectiveness of nursing debriefing methods and techniques.Objetivo: Identificar na literatura métodos e técnicas de debriefing utilizados no processo de ensino e aprendizagem na simulação em enfermagem. Métodos:Revisão integrativa, nas bases de dados PubMed/MEDLINE®, LILACS, Scopus e CINAHL®, com os descritores "enfermagem", "educação em enfermagem", respectivos termos em inglês e espanhol e a palavra chave "debriefing" Incluíram-se 12 estudos primários, nos idiomas português, inglês e espanhol, de janeiro de 2008 a dezembro de 2018. Utilizou-se análise qualitativa para categorização dos domínios. Resultados: Identificaram-se os métodos de debriefing Meaningful Learning; based on principles of transfer of learning; model of clinical reasoning, interprofissional, com bom julgamento e estruturado, e técnicas self-debriefing; oral; Eye-Tracking; videoassistido e written debriefing.Conclusões: Sobressaíram-se o método estruturado e a técnica oral com vídeo. Um método não foi superior ao outro, mas eficaz para determinada proposta. Não foram encontrados estudos nacionais. Sugere-se, pesquisas sobre a eficácia dos métodos e técnicas debriefing na enfermagem. Palavras-chave:Enfermagem. Educação em enfermagem. Debriefing. Tecnologia educacional. Simulação. RESUMEN Objetivo: Identificar en la literatura los métodos y técnicas de análisis utilizados en el proceso de enseñanza y aprendizaje en la simulación de enfermería.

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“…For more experienced learners, there is less reliance on an instructor and self-assessment is more cost effective, as well as allowing participants to control the pace of debriefing and the opportunity for review of self-perceived weaknesses [43,46]. Often video recording is used in debriefing; however, recent studies have failed to find any additional benefit from using this technique [40,47]. It may even distract participants from focusing on the learning objectives, but current research is not robust enough to discount it [46].…”

Section: Debriefing Styles and Techniquesmentioning

confidence: 99%

Non-technical skills: a review of training and evaluation in urology

et al. 2019

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Purpose With non-technical skills (NTS) deficits being recognised as a major cause for error in surgery, there is an increasing interest in their training and evaluation. A growing number of training courses are emerging and some NTS curricula have also been created. Many different training methods are described in the literature but there is still uncertainty with regards to their optimum combination within a curriculum. Methods A literature review of the electronic database Medline was performed. All articles published before December 2018 were screened by abstract and included if deemed relevant by the author. The included articles' reference lists were also screened for further relevant studies. Results Simulation training is accepted as the most effective way to train NTS. Within simulation training, it is shown that the 'igloo' full immersion/distributed simulation environment is appropriate for teaching NTS in urological scenarios where a designated operating room or space is not available. The use of multiple settings, for example wards and clinics as well as the operating room, is advantageous, as is training in an interprofessional team. Classroom teaching also plays a role in NTS training as an adjunct to simulation, with evidence that it improves some parameters of NTS. All levels, including qualified surgeons, benefit from NTS training; however, adaptation to both trainee level and specialty is important. Although less time consuming, training juniors and seniors together mainly benefits juniors, and training NTS at the same time as technical skills detracts from the quality of teaching. Debriefing is an important part of training and should be well structured; there are many debriefing models in existence, allowing for choice of method based on examiner preference and participant demographic. Furthermore, examiners should be well briefed in their task and trained in NTS assessment. Conclusion To move forward, studies should combine tried and tested learning techniques into a curriculum covering all training levels, which should then be validated and followed up long term to ensure a positive impact on patient safety.

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Comparing the effectiveness of video-assisted oral debriefing and oral debriefing alone on behaviors by undergraduate nursing students during high-fidelity simulation

Cited by 42 publications

References 26 publications

The use of high fidelity simulation in nursing education: A literature review<p>Hemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi

The use of high fidelity simulation in nursing education: A literature review<p>Hemşirelik eğitiminde yüksek gerçekli simülasyon kullanimi: Literatür incelemesi

Debriefing methods and techniques used in nursing simulation

Non-technical skills: a review of training and evaluation in urology

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