Learning Through Debriefing: Students' Perspectives

Fey, Mary K.; Scrandis, Debra A.; Daniels, Amy L.; Haut, Cathy

doi:10.1016/j.ecns.2013.12.009

Cited by 94 publications

(64 citation statements)

References 20 publications

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“…Prebriefing is an introduction to the scenario, roles, timing, equipment, and debriefing, but little is known about prebriefing and its relationship to debriefing (Page-Cutrara, 2014). Some faculty (37%, n ¼ 76/205) reported using prebriefing, which is encouraging, as a recent study provides evidence to support prebriefing as contributing to the students' feeling that the debriefing environment is psychologically safe (Fey, Scrandis, Daniels, & Haut, 2014).…”

Section: Criterion 4: Structured Frameworkmentioning

confidence: 82%

Simulation Debriefing Practices in Traditional Baccalaureate Nursing Programs: National Survey Results

Waznonis

2015

Clinical Simulation in Nursing

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Section: Criterion 4: Structured Frameworkmentioning

confidence: 82%

Simulation Debriefing Practices in Traditional Baccalaureate Nursing Programs: National Survey Results

Waznonis

2015

Clinical Simulation in Nursing

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“…In a focus group study [37] with nursing bachelor's degree students, the authors found that the students perceived debriefing as contributing to their learning ability. Five main themes emerged: safe environment; debriefing to explore thoughts; feedback from multiple perspectives; all in this together; and group facilitation.…”

Section: Discussionmentioning

confidence: 99%

Structured debriefing in nursing simulation: students’ perceptions

Coutinho¹,

Martins²,

Pereira³

2016

JNEP

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Background and objective: Debriefing is a strategy that allows participants to explore, analyze and synthesize their thinking processes, emotional status and other aspects in a simulated experience with a view to improving their performance in real-life situations. The aim of this study was to analyze the students' perceptions of structured debriefing. Methods: A qualitative study was conducted with a sample of 22 final-year students of an undergraduate nursing degree. A voluntary, anonymous and confidential questionnaire was used. Content was analyzed based on Bardin's methodology. Results: Five categories emerged from content analysis: concept, attributes, cognitive impact, psychosocial impact, and affective impact. These categories were grouped into two dimensions: 'Perceptions of Structured Debriefing' and 'Impact of Structured Debriefing on the Students'. Several suggestions emerged, such as the continuity of use and application to other contexts. Conclusions: Students perceived structured debriefing as an interactive method which allows them to consolidate and systemize their knowledge, reflect individually and collectively on the activities, and structure their ideas. They also mentioned that it enabled them to be more comfortable to ask questions and establish a closer relationship with their colleagues, facilitating communication and improving their skills.

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“…21 Learning without debriefing, on the other hand, does not allow for correcting mistakes after an instructional session, and, for example, the results may negatively affect patient outcomes in a clinical setting. 22 There have been literature reports of improved learning after debriefing: Shinnick et al 15 reported that learning acquisition is achieved only after good debriefing, and Fey et al 23 reported that poor debriefing can be rather harmful to the students and may result in erroneous learning or clinical decision making. However, Paige et al 24 claimed that effectiveness of debriefing is variable.…”

Section: Literature Reviewmentioning

confidence: 98%

The Importance of Debriefing in Simulation-Based Learning

Ryoo

2015

CIN: Computers, Informatics, Nursing

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Debriefing is an essential component of simulation-based learning and is a constructive teaching strategy for teachers and an effective learning method to consolidate knowledge and skills for students. The purpose of this study was to verify the importance of debriefing in simulation-based learning for students in a nursing program. Participants in this study were 49 second-year nursing students who were enrolled at the Red Cross College of Nursing in Seoul, Korea. Collected data were analyzed using χ test, t test, and independent t test statistics. There were significant differences between students in the debriefing group and those in the no-debriefing group evaluated. The level of clinical performance competency, self-reflection, and satisfaction with simulation-based learning for debriefing group students was higher than that for no-debriefing group. Debriefing was an important factor in simulation-based learning to improve technical and nontechnical skills and facilitate self-reflection. These results suggest that debriefing by a trained instructor is essential for maximizing simulation-based learning success. In absence of a trained debriefing instructor, various alternative forms of debriefing should be considered.

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Learning Through Debriefing: Students' Perspectives

Cited by 94 publications

References 20 publications

Simulation Debriefing Practices in Traditional Baccalaureate Nursing Programs: National Survey Results

Simulation Debriefing Practices in Traditional Baccalaureate Nursing Programs: National Survey Results

Structured debriefing in nursing simulation: students’ perceptions

The Importance of Debriefing in Simulation-Based Learning

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