Psychological outcomes of debriefing healthcare providers who experience expected and unexpected patient death in clinical or simulation experiences: A scoping review

Harder, Nicole; Lemoine, Jocelyne; Harwood, Rae

doi:10.1111/jocn.15085

Cited by 51 publications

(25 citation statements)

References 47 publications

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“…There was no gold standard of debrief facilitation education or experience found in the literature. Several sources noted that a space that is open and conducive to team learning and exchange is imperative (Harder et al, 2019; Maloney, 2012; Mullan et al, 2013; Sandhu et al, 2014; Schmidt & Haglund, 2017). Psychological safety strategies within real‐life clinical debriefings warrant further examination.…”

Section: Discussionmentioning

confidence: 99%

Clinical debriefing: A concept analysis

Toews

Martin

Chernomas

2021

Journal of Clinical Nursing

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Aims and objectives The purpose of this paper is to enhance nursing and collaborative practice by presenting a concept analysis of clinical debriefing and introducing an operational definition. Background Debriefing has taken many forms, using a variety of approaches. Variations and inconsistencies in clinical debriefing, and its related terms, still exist in the clinical setting. Design Concept analysis. Methods Walker and Avant's eight‐step approach to concept analysis. Results The defining attributes of clinical debriefing identified in this analysis are described as the five E’s: educated/experienced facilitator, environment, education, evaluation and emotions. Antecedents identified in this analysis include the critical event, the desire or need to review such an event and the organizational awareness to execute clinical debriefs. The consequences of clinical debriefings are primarily advantageous and positively impact involved nurses, healthcare teams, patients and organizations. Empirical referents of clinical debriefing are complex and multifactorial. The productivity of a clinical debrief can be enhanced through a series of proposed questions. Together, the defining attributes, antecedents and consequences shape a proposed operational definition of clinical debriefing. Conclusion Clinical debriefing is a valuable tool within healthcare organizations. Debriefing can be a holistic, interprofessional, collaborative experience when all five defining attributes are present. Further investigation is required to standardise debriefing practices in clinical settings. Relevance to clinical practice A concept analysis on clinical debriefing promotes uniformity of debriefing practices, reflective practice among nurses and healthcare teams, and contributes to nursing science by creating a platform for the development of practice standards, research and theory development.

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Section: Discussionmentioning

confidence: 99%

Clinical debriefing: A concept analysis

Toews

Martin

Chernomas

2021

Journal of Clinical Nursing

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“…Our results, however, offer important clues about the expediency of promoting health habits (e.g., adhering to routines, exercising, maintaining the same weight) and protective factors (namely social support and resilience) among subjects, measures that would significantly help mitigate the impact of confinement. It is important to understand that a certain increase in distress levels when coping with a difficult situation, such as quarantine, is a normal adaptive response to the circumstances (Harder et al, 2020) and that, with time, they will return to pre-confinement levels.…”

Section: Discussionmentioning

confidence: 99%

Emotional Impact of COVID-19 Lockdown Among the Spanish Population

et al. 2020

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BackgroundThe COVID-19 pandemic has resulted in some populations being confined to their homes as part of infection control measures. This situation can be hard to cope with due to separation from loved ones, prohibition of regular activities, fear of infection, loss of freedom, and so on. These negative impacts cause considerable psychological stress, and all the more so when the situation continues for an extended period, as was the case in Spain. The present study was aimed at investigating the effects of COVID-19 quarantine on the emotional functioning of confined Spanish individuals after 8 weeks of lockdown by means of a cross-sectional study. The possible associations between changes in emotional functioning and demographic variables (age and sex), health habits (physical exercise, following a routine, and smoking), social support, and resilience were also analyzed.MethodsA total of 906 Spanish adults completed an online survey to gather information about their prevailing mood and affects (before and after 8 weeks of lockdown), using the Positive and Negative Affect Schedule (PANAS) (Watson et al., 1988), and other variables related to their habits and protective factors.FindingsAs expected, the data indicated an increase in negative affects (e.g., “upset,” “afraid,” “distressed”) and a decrease in positive affects after 8 weeks under lockdown, as well as a general decline in overall mood. The largest increases in negative affects were observed in young adults (18–35 years) and women. We did not find any differences between people who were or were not diagnosed with COVID-19. Adhering to a routine, maintaining the same weight, and moderate physical exercise were associated with fewer negative affects, which indicates they are important protective factors, as are perceived social support and resilience.ConclusionIn order to mitigate the psychological impact of confinement, it is important to develop psychoeducational measures that encourage subjects to adhere to health habits and promote social support and resilience as protective factors. A special preventive focus should be placed on the most vulnerable population groups, namely women and young adults. For a public health lockdown to succeed, its negative consequences must be minimized insofar as possible through adequate knowledge of the risk factors and protective factors, and by means of prevention-oriented organization.

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“…However, other studies reveal that simulated settings can elicit a high degree of immersion, and also stress [89,90].…”

Section: Immersion In the Assessment Situation When Using Sps And Rpsmentioning

confidence: 98%

An overview of and approach to selecting appropriate patient representations in teaching and summative assessment in medical education

Bauer¹,

Lahner²,

Schmitz³

et al. 2020

Swiss Med Wkly

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Medical education has a long tradition of using various patient representations in teaching and assessment. With this literature review we aim, first, to provide an overview of the most important patient representations used to teach and assess clinical skills, considering in particular "summative exams" that have a pass or fail outcome; second, to provide arguments for choosing certain patient representations; and third, to show the advantages and limitations of different patient representations, especially simulated patients (SPs) and real patients (RPs).We conclude that in order to select the right patient representations in clinical teaching and/or assessment, a number of perspectives must be considered: (i) the learning goals, aligned with the stage of study, (ii) the correspond-ing requirements of the clinical task itself (e.g., performing a phlebotomy or a communication task), (iii) the level of authenticity required and (iv) the resources needed, taking patient safety and feasibility into consideration.

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Psychological outcomes of debriefing healthcare providers who experience expected and unexpected patient death in clinical or simulation experiences: A scoping review

Cited by 51 publications

References 47 publications

Clinical debriefing: A concept analysis

Clinical debriefing: A concept analysis

Emotional Impact of COVID-19 Lockdown Among the Spanish Population

An overview of and approach to selecting appropriate patient representations in teaching and summative assessment in medical education

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