Comparison of Debriefing Methods and Learning Outcomes in Human Patient Simulation

Gantt, Laura T.; Overton, Sharon H.; Avery, Jeanette; Swanson, Mel; Elhammoumi, Cheryl V.

doi:10.1016/j.ecns.2017.11.012

Cited by 24 publications

(12 citation statements)

References 25 publications

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“…Faculty skills and appropriate guidance subscales were ranked highly, with open-ended responses supporting the role of faculty in creating a safe, supportive environment, making connections, and promoting reflection. These findings are consistent with previous work on the influence of facilitation skills on simulation experiences 2,32. Students rank faculty guidance as critical and prefer structured facilitator-led debriefing over self-debriefing 33…”

Section: Discussionsupporting

confidence: 88%

Student-Centered Reflection During Debriefing

Nagle

Foli

2021

Nurse Educ

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Background: Guided reflection during a debriefing after the simulation is a critical component of learning and is essential for clinical judgment development. However, the literature describing student-centered reflection during debriefing is only beginning to emerge. Purpose: This study aimed to explore concordance between student-centered reflection concept characteristics and describe students' experiences related to reflection during an optimal simulation debriefing. Methods: This was a descriptive, mixed-methods study. Results: Quantitative responses (N = 175; 67% response rate) confirmed participants' concordance with student-centered reflection concept analysis attributes, antecedents, and consequences. Analysis of open-ended questions highlighted internal and external factors influencing students' reflections. A recurring theme was the importance of faculty and peers in creating a safe, supportive environment for reflections. Conclusions: Findings support the concordance of student-centered reflection and provide valuable insights into the internal and external factors influencing this reflection.

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Section: Discussionsupporting

confidence: 88%

Student-Centered Reflection During Debriefing

Nagle

Foli

2021

Nurse Educ

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“…Research has identified that the means by which educators facilitate debriefing phases vary greatly [ 38 ] and that novice instructors who use a debriefing script are more effective at increasing learners’ knowledge acquisition than educators who did not use a script [ 39 ]. Moreover, a comparison of debriefing methods identified that nursing students who received facilitated debriefing achieved higher scores on the subsequent simulation when compared with students who only received feedback or self-debriefing [ 40 ].…”

Section: Discussionmentioning

confidence: 99%

Enablers of the successful implementation of simulation exercises: a qualitative study among nurse teachers in undergraduate nursing education

2021

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Background Simulation exercises are increasingly being used as a teaching method in the field of undergraduate nursing education. Thus, the present study sought to identify, describe and discuss enablers of the successful implementation of simulation exercises in undergraduate nursing education. Methods This study had a qualitative descriptive design and involved individual interviews conducted between November and December 2018 with six nurse teachers from three different university campuses in Norway. The transcribed interviews were analysed by means of a qualitative thematic analysis. Results The majority of the interviewees wanted to offer more simulation exercises as part of their respective undergraduate nursing education programmes. Moreover, creating a safe environment, facilitating student-centred learning and promoting reflection were all identified by the interviewees as enablers of the successful implementation of simulation exercises. Conclusions The findings of this study indicate that nurse teachers consider simulation to be a valuable teaching method for improving students’ learning outcomes. In addition, the findings could guide the future implementation of simulation exercises in undergraduate nursing education. Trial registration ClinicalTrials.gov ID: NCT 04063319. Protocol ID: 52110 Nursing Students’ Recognition of and Response to Deteriorating Patients.

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“…Debriefing provides an opportunity for analysis and insight into the simulation experience and guides student reflection on their actions. It supports the development of prioritisation, reasoning and understanding behind actions, along with cultural and ethical considerations for future clinical practice ( Disler et al, 2013 ;Gantt et al, 2018 ). Debriefing may also reinforce desirable student behaviours and actions ( Gantt et al, 2018 ).…”

Section: Introductionmentioning

confidence: 89%

“…It supports the development of prioritisation, reasoning and understanding behind actions, along with cultural and ethical considerations for future clinical practice ( Disler et al, 2013 ;Gantt et al, 2018 ). Debriefing may also reinforce desirable student behaviours and actions ( Gantt et al, 2018 ). Ideally, a facilitator or faculty member will guide students in identifying actions and thought processes that are positive or those that could be modified to promote better patient outcomes Decker et al, 2013 ;Hall & Tori, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

On the Other Side of Simulation: Evaluating Faculty Debriefing Styles

White

Hayes

Axisa

et al. 2021

Clinical Simulation in Nursing

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Background: Debriefing after simulation facilitates reflection and the ability to transfer learning into clinical practice. Aim: To evaluate faculty debriefing to inform and guide the development of ongoing resources to support adjunct faculty members and to maximise learning potential for students. Method: Faculty debriefing styles were evaluated following a high-fidelity simulation involving 720 first year undergraduate nursing students. One audio recording of a debrief was randomly selected from each of 12 faculty members. If a pre-brief was completed prior to the simulation, this was also selected as it is a component of the debrief and sets the tone prior to the simulation. Initial analysis was undertaken using the validated observational structured assessment of debriefing tool (OSAD) to briefly highlight different debriefing styles. This facilitated the thematic analysis of the data using Braun and Clarkes (2006) six step process. Results:Nursing faculty used open-ended questions, silence and clinical feedback with varying levels of expertise and success. Conclusions: Further research into the effect on the variation in debriefing styles, and it's related impact on student learning outcomes is needed.

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Comparison of Debriefing Methods and Learning Outcomes in Human Patient Simulation

Cited by 24 publications

References 25 publications

Student-Centered Reflection During Debriefing

Student-Centered Reflection During Debriefing

Enablers of the successful implementation of simulation exercises: a qualitative study among nurse teachers in undergraduate nursing education

On the Other Side of Simulation: Evaluating Faculty Debriefing Styles

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