Simulation: Pre-briefing Preparation, Clinical Judgment and Reflection. What is the Connection?

Abstract

ABASTRACTObjectives: Assess efficacy of pre-briefing preparatory materials handed out prior to simulation lab and explore the connection between simulation, clinical judgment and reflective process. Methods:Triangulated evaluation study, utilizing Survey Monkey for three survey instrument data collection, designed to assess the efficacy of preparatory materials for undergraduate junior and senior nursing students and nurse educators while exploring the connection with clinical judgment and reflection. This study was conducted in the U.S.A.Results:Pre-briefing preparatory material for both students and instructors provided essential and adequate information for an effective and enhanced simulation learning experience. Students felt their ability to grasp the experience; understand the simulation situation; provide effective nursing actions; and reflect upon their experience was enhanced with the utilization of the pre-briefing preparatory material. Instructors felt more confident and prepared after reading the preparatory material.Conclusions:Pre-briefing preparatory material provides students with information necessary to allow them to fully engage during the simulation experience, while decreasing anxiety and promoting critical thinking, clinical reasoning, reflective practice and confidence. Providing instructors with pre-briefing preparatory material enhances their overall ability to effectively teach at a higher caliber while promoting professionalism and accuracy in patient care.

A pilot assessment: Integrating a cystic fibrosis simulation scenario to enhance pre-licensure educational understanding of genomics

“…Enriching students' comprehension through simulation affords educators opportunities to include dynamic learner-centered pedagogical methodologies ensuring students learning outcomes. [23] 1.2 Genomics Genomic knowledge is a required competency for all nurses and nursing students as identified by the Essentials of Genetic and Genomic Nursing: Competencies Curricula Guidelines, and Outcome Indicators. [24] As a first step to this integration process, current knowledge and comfort with nursing students' exposure needs to be explored to identify their level of knowledge, skills and attitudes.…”

“…Simulation case scenarios are written to coordinate to students' educational knowledge level and abilities. [23] A total of 24 students participated (females = 21; males = 3; mean age 21.5), as shown in Table 1 Demographics. The purposeful sampling of these 24 participants were all eligible to voluntarily participant as they were all assigned to this senior clinical nurse educator.…”

“…The researcher develops all factitious simulation scenarios for the SON and has developed specific pre-briefing preparatory material to guide the educator and student to achieve the desired learning outcomes. [11,23,35] The researcher develops all pre-briefing preparatory material for clinical educators and students. The students pre-briefing preparatory material provides the simulation scenario, including medications with pertinent laboratory data, and learning objectives.…”

“…The clinical educators receive a detailed prebriefing preparatory material, including all the students' content with additional material pertaining to nursing implications, and debriefing questions. [11,23,35] In addition, the educator's material includes pathophysiologic mechanisms and complications pertaining to CF, numerous treatment options, including gene therapy, images of pulmonary and digestive systems in patients with CF, and comprehensive information on the debriefing process. [23] The researcher was an early adopter and developer of simulation at the SON and designed the experience to closely resemble a clinical day.…”

“…[11,23,35] In addition, the educator's material includes pathophysiologic mechanisms and complications pertaining to CF, numerous treatment options, including gene therapy, images of pulmonary and digestive systems in patients with CF, and comprehensive information on the debriefing process. [23] The researcher was an early adopter and developer of simulation at the SON and designed the experience to closely resemble a clinical day. Thus, the nurse educator holds a preconference prior to the simulation, discussing the assigned scenario and evidence-based research articles the students are required to bring to the simulation.…”