Prebriefing: A Principle-Based Concept Analysis

Ludlow, Jocelyn

doi:10.1016/j.ecns.2020.11.003

Cited by 13 publications

(11 citation statements)

References 46 publications

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“…4,5 The gains are especially evident when using higher-fidelity simulation that more closely approximates reality. 5 Simulation experiences include three key phases: i) prebriefing, an orientation process prior to the simulation experience, which consists of learner activities to improve the effectiveness of the upcoming simulation and learner satisfaction 6 ; ii) the scenario itself, where learners act within and/or observe an unfolding case; and iii) debriefing, a facilitated analytical discussion about how the students performed in the scenario. 4 The uptake of simulation in many higher education programs is constrained by space and finances, leading many institutions to incorporate virtual simulation (VS), also known as computer-based simulation.…”

Section: Introductionmentioning

confidence: 99%

Virtual simulation debriefing in health professions education: a scoping review protocol

Garmaise-Yee

Houston²,

Johnson³

et al. 2021

JBI Evidence Synthesis

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Objective:The objective of this scoping review is to identify and map the existing literature on virtual simulation debriefing methods utilized in health professions education.Introduction:Virtual simulation has emerged as a feasible alternative to in-person learning, allowing learners to continue their education despite constraints of space, finances, and clinical placement opportunities. Virtual simulation has proven to be a vital resource for health care students during the COVID-19 pandemic. While virtual simulation provides students with continued opportunities to develop knowledge and critical thinking in a safe environment, debriefing is a crucial step for successful knowledge uptake and deeper learning. Several studies have examined this topic in various health care settings; however, there are currently no scoping reviews that have explored virtual simulation debriefing in health professions education.Inclusion criteria:This review will consider primary and secondary source articles that explore debriefing of virtual simulation within any undergraduate or graduate health education programs. Any setting that provides virtual simulation and debriefing, in any country, will be included.Methods:The review will be conducted in accordance with JBI methodology for scoping reviews and will search the following databases: Cochrane Library, JBI Evidence-based Practice Database, MEDLINE, CINAHL, Epistemonikos, Embase, ERIC, PsycINFO, Nursing and Allied Health Database, and Web of Science. Studies published from 2016 onward will be considered. The data extracted will include specific details about the concept, context, studymethod, and critical findings relevant to the review objective. Data will be presented in diagrammatic or tabular format in a manner that aligns with the objective of this scoping review.Scoping review registration: :Open Science Framework https://osf.io/36s5x

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Section: Introductionmentioning

confidence: 99%

Virtual simulation debriefing in health professions education: a scoping review protocol

Garmaise-Yee

Houston²,

Johnson³

et al. 2021

JBI Evidence Synthesis

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“…A well-designed, prebriefing activity can improve learning outcomes and increase the efficiency of simulation-based education 9,10 . Prebriefings are information or orientation sessions held before the start of a simulation activity in which instructions or preparatory information is given to the participants 11 . The American Heart Association has recommended a precourse preparation for ALS courses to improve learning outcomes and to recognize that ALS courses must deliver the core content in depth during the limited training time 6 .…”

mentioning

confidence: 99%

“…9,10 Prebriefings are information or orientation sessions held before the start of a simulation activity in which instructions or preparatory information is given to the participants. 11 The American Heart Association has recommended a precourse preparation for ALS courses to improve learning outcomes and to recognize that ALS courses must deliver the core content in depth during the limited training time. 6 Advanced life support instructors have tried various preparation learning activities, such as self-directed learning, blended learning, and team-based learning (TBL), to increase the efficiency of ALS education.…”

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confidence: 99%

Effects of Prebriefing Using Online Team-Based Learning in Advanced Life Support Education for Nurses

Song,

Issenberg,

Roh

2023

CIN: Computers, Informatics, Nursing

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An effective prebriefing strategy is needed that can improve the learning outcomes of nurses in advanced life support education. This study aimed to identify the effects of prebriefing with online team-based learning on hospital nurses' knowledge, performance, and self-efficacy in advanced life support education. A nonequivalent control group pretest-posttest design was adopted. Nurses in the experimental group (n = 26) participated in prebriefing using online team-based learning followed by self-directed learning, whereas nurses in the control group (n = 27) experienced only self-directed learning before advanced life support education. Wilcoxon signed-ranks tests were used to identify the posttest-pretest differences of the study variables in each group. Both groups showed improved knowledge, individual performance, and self-efficacy after the education. Nurses in the experimental group reported higher self-efficacy scores compared with those in the control group. There were no differences between the experimental and control groups in knowledge, individual performances, or team performance. Online team-based learning as a prebriefing modality resulted in greater improvements in self-efficacy in advanced life support education.

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“…14,[21][22][23][24] However, prebriefing requires more research to understand its effectiveness in SBL experiences. 14,15,19,25,26 Prebrief is described as the preparation and briefing activities prior to the start of a simulation. 27 The elements that comprise the prebrief include a review of the objectives, expectations, ground rules, confidentiality, psychological safety, trust, fiction contract, roles, communication, respect, logistics, prep work, and orientation to the environment and equipment.…”

mentioning

confidence: 99%

“…27 The elements that comprise the prebrief include a review of the objectives, expectations, ground rules, confidentiality, psychological safety, trust, fiction contract, roles, communication, respect, logistics, prep work, and orientation to the environment and equipment. 14,18,20,21,[24][25][26][27] These components usually fall into 6 categories: setting the scene, expectations, debrief, simulation scenario, simulation room orientation, and preparation time. 26 Setting the scene includes psychological safety, confidentiality, communication, and simulation logistics.…”

mentioning

confidence: 99%

Prebrief Time for Immersive Virtual and Augmented Reality Simulation

Cieslowski,

Craig,

Gummadi

et al. 2023

Nurse Educ

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Background: Virtual reality and augmented technology are rapidly advancing and hold the potential to transform nursing education by offering a convenient, efficient, learner-centered way to educate students. A comprehensive and time-oriented prebrief is essential to the process. Purpose: This review analyzes the status of scientific exploration regarding the prebrief and time allotments for virtual and augmented reality simulation. Methods: Whittemore and Knafl's 5-stage method guided this integrative review. The authors searched 6 databases and selected 7 articles based on inclusion criteria. Results: The findings from this review demonstrated objectives, a safe learning environment, orientation, preparation materials, and time in the prebrief; yet, inconsistencies persist in the virtual and augmented reality prebrief. Conclusions: Defining a comprehensive and consistent prebrief is essential for high-quality simulation. A more standardized process, including time allotments, must be established for virtual and augmented reality.

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Prebriefing: A Principle-Based Concept Analysis

Cited by 13 publications

References 46 publications

Virtual simulation debriefing in health professions education: a scoping review protocol

Virtual simulation debriefing in health professions education: a scoping review protocol

Effects of Prebriefing Using Online Team-Based Learning in Advanced Life Support Education for Nurses

Prebrief Time for Immersive Virtual and Augmented Reality Simulation

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