Self-debriefing in healthcare simulation: An integrative literature review

MacKenna, Valorie; Díaz, Desiree A.; Chase, Susan K.; Boden, Carrie J.; Loerzel, Victoria

doi:10.1016/j.nedt.2021.104907

Cited by 14 publications

(9 citation statements)

References 27 publications

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“…In reviewing these articles, we identified a variety of strategies to assess impact of these simulation activities for learners. Because there remains uncertainty surrounding the translation of behavioral skills to patient care and the best ways to measure impact of skills related to DEI, there is an abundance of literature that supports the use of self-reflection to change behaviors related to patient care and communication 39 . We recommend the use of direct observation of learners, paired with formative feedback, when participating in this type of learning to motivate self-reflective practices.…”

Section: Discussionmentioning

confidence: 99%

“…Because there remains uncertainty surrounding the translation of behavioral skills to patient care and the best ways to measure impact of skills related to DEI, there is an abundance of literature that supports the use of self-reflection to change behaviors related to patient care and communication. 39 We recommend the use of direct observation of learners, paired with formative feedback, when participating in this type of learning to motivate self-reflective practices. Self-reflective practices for learners can come in a variety of forms such as journaling or reflective dialogue with peers or supervisors.…”

Section: Assessment Of Outcomes For Learnersmentioning

confidence: 99%

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Using Simulation to Teach Learners in Health Care Behavioral Skills Related to Diversity, Equity, and Inclusion

et al. 2022

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Bias is commonplace in the health care environment and can negatively impact patients and their health outcomes. Simulation has long been shown to be an effective teaching tool for communication skills in health care, but it has rarely been used to deliver concrete behavioral skills that address issues of diversity, equity, and inclusion (DEI). This scoping review examines 23 published articles surrounding the use of simulation in health care education to impart behavioral skills that reduce bias and promote DEI. Included articles described various behavioral skills including communication, history-taking, and system/community-level advocacy. The most commonly used simulation modality to teach these skills included the use of simulated participants (16 articles, 70%). The main DEI topics addressed in the trainings included sexual orientation/gender identity, language, and culture/ethnicity. Based on findings from this review, the authors suggest recommendations for educators who are considering teaching DEI-related skills through simulation.

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Section: Discussionmentioning

confidence: 99%

Section: Assessment Of Outcomes For Learnersmentioning

confidence: 99%

Using Simulation to Teach Learners in Health Care Behavioral Skills Related to Diversity, Equity, and Inclusion

et al. 2022

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“…Крім того, у процесі відпрацювання навичок невідкладної допомоги запроваджено сесії дебрифінгів після проходження сценаріїв. Це дозволяє проаналізувати правильність виконання алгоритму надання допомоги у конкретному екстреному випадку, ступінь володіння окремими здобувачами окремими навичками (професійними та «м'якими»), помилки, які були зроблені під час надання допомоги, а також це дає конструктивний зворотний зв'язок від здобувачів, покращуючи досвід навчання [3][4][5].…”

Section: нові методи та технологіїunclassified

Scenario-Based Simulation Learning as a Tool of a Problem-Based Approach to Improving the Quality of Emergency Care in Ukraine

Marichereda,

Orabina,

Rogachevskyi

et al. 2024

The Odesa Medical Journal

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Національний медичний університет імені О. О. Богомольця, Київ, Україна У статті оцінено вплив впровадження сценарій-орієнтованого симуляційного навчання на динаміку змін показників рівня сформованості професійної компетентності здобувачів освіти з надання невідкладної допомоги.У дослідженні взяли участь 59 здобувачів ОНМедУ, які вивчали базову і розширену підтримку життєдіяльності і надання невідкладної допомоги під час травми. Оцінювання рівня знань, власної професійної компетентності і впевненості проводилося під час пре-тесту, пост-тесту одразу після виконання симуляційних сценаріїв та пост-тесту через 3 місяці. Рівень упевненості всіх здобувачів за всіма навичками значно виріс одразу після проходження навчання (21,8±1,33%, p<0,001), через 3 місяці залишився практично на тому ж рівні (19,14±1,54%, p<0,001). Виживання знань через 3 місяці становило 18,8 ±1,71%. Така методика навчання є високоефективною та має бути впроваджена у процес підвищення кваліфікації медичного персоналу задля підвищення якості надання медичної допомоги.Ключові слова: сценарій-орієнтоване симуляційне навчання, проблемно-орієнтоване навчання, високореалістичне клінічне моделювання, професійна компетентність лікарів, невідкладні стани, м'які навички.

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“…Moreover, in one review [ 19 ], a narrow search strategy identified only one study comparing SLDs with FLDs [ 14 ]. To our knowledge, only one published review has explored SLDs specifically, investigating whether the presence of a facilitator in individual learner debriefings, in-person or virtual, impacted on effectiveness [ 23 ]. Within these parameters, the review concluded equivalent outcomes for well-designed SLDs and FLDs, however did not explore the influence of in-person SLDs on debriefing outcomes for groups of learners in immersive SBE.…”

Section: Introductionmentioning

confidence: 99%

Exploring in-person self-led debriefings for groups of learners in simulation-based education: an integrative review

Kumar,

Somerville

2024

Adv Simul

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Background Facilitator-led debriefings are well-established for debriefing groups of learners in immersive simulation-based education. However, there has been emerging interest in self-led debriefings whereby individuals or groups of learners conduct a debriefing themselves, without the presence of a facilitator. How and why self-led debriefings influence debriefing outcomes remains undetermined. Research aim The aim of this study was to explore how and why in-person self-led debriefings influence debriefing outcomes for groups of learners in immersive simulation-based education. Methods An integrative review was conducted, searching seven electronic databases (PubMed, Cochrane, Embase, ERIC, SCOPUS, CINAHL Plus, PsychINFO) for peer-reviewed empirical studies investigating in-person self-led debriefings for groups of learners. Data were extracted, synthesised, and underwent reflexive thematic analysis. Results Eighteen empirical studies identified through the search strategy were included in this review. There was significant heterogeneity in respect to study designs, aims, contexts, debriefing formats, learner characteristics, and data collection instruments. The synthesised findings of this review suggest that, across a range of debriefing outcome measures, in-person self-led debriefings for groups of learners following immersive simulation-based education are preferable to conducting no debriefing at all. In certain cultural and professional contexts, such as postgraduate learners and those with previous debriefing experience, self-led debriefings can support effective learning and may provide equivalent educational outcomes to facilitator-led debriefings or self-led and facilitator-led combination strategies. Furthermore, there is some evidence to suggest that self-led and facilitator-led combination approaches may optimise participant learning, with this approach warranting further research. Reflexive thematic analysis of the data revealed four themes, promoting self-reflective practice, experience and background of learners, challenges of conducting self-led debriefings and facilitation and leadership. Similar to facilitator-led debriefings, promoting self-reflective practice within groups of learners is fundamental to how and why self-led debriefings influence debriefing outcomes. Conclusions In circumstances where simulation resources for facilitator-led debriefings are limited, self-led debriefings can provide an alternative opportunity to safeguard effective learning. However, their true value within the scope of immersive simulation-based education may lie as an adjunctive method alongside facilitator-led debriefings. Further research is needed to explore how to best enable the process of reflective practice within self-led debriefings to understand how, and in which contexts, self-led debriefings are best employed and thus maximise their potential use.

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Self-debriefing in healthcare simulation: An integrative literature review

Cited by 14 publications

References 27 publications

Using Simulation to Teach Learners in Health Care Behavioral Skills Related to Diversity, Equity, and Inclusion

Using Simulation to Teach Learners in Health Care Behavioral Skills Related to Diversity, Equity, and Inclusion

Scenario-Based Simulation Learning as a Tool of a Problem-Based Approach to Improving the Quality of Emergency Care in Ukraine

Exploring in-person self-led debriefings for groups of learners in simulation-based education: an integrative review

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