Using High-fidelity Simulation to Teach Acute Care Pediatric Nurse Practitioner Students

Haut, Cathy; Fey, Mary K.; Akintade, Bimbola; Klepper, Meredith

doi:10.1016/j.nurpra.2014.09.012

Cited by 17 publications

(4 citation statements)

References 9 publications

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“…All of the studies included some aspects of debriefing, but none of the articles included all of the components of debriefing as outlined by Standard 6 of the INACSL Standards of Best Practice: Simulation SM . 19 Three of the pediatric simulation studies 7,8,13 specifically described the debriefing phase as a reflective process. A reflective process is one that allows the participant (individually and as a team) to reflect on the events of the simulation, the emotions that accompanied the simulation and the thought processes that were involved in the simulation.…”

Section: Standard 6 Of the Inacsl Standards Of Best Practicementioning

confidence: 99%

“…Additionally, pediatric simulation studies located during the literature search revealed minimal to no emphasis was placed on the pre-briefing stage at all. 6,8,13 Page-Cutrara 14 performed a literature review on pre-briefing and found there were gaps regarding the definition of pre-briefing, the purpose of pre-briefing, and the types of learning techniques used in prebriefing. Additionally, little research can be found on the effectiveness and impact on learning when pre-briefing and debriefing are used together based on the INACSL Standards of Best Practice: Simulation SM .…”

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confidence: 99%

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A Multi-Level Approach to Pre-Briefing and Debriefing in a Pediatric Interdisciplinary Simulation

Gray¹,

Rogers²,

Glynn³

et al. 2017

Pediatr Neonatal Nurs Open J

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Citation ABSTRACTA unique, progressive multidisciplinary simulation was developed for a pediatric end-of life experience. In order to prepare all participants, regardless of discipline, extensive pre-briefing and reflective debriefing was developed. The project included seven evolving pediatric simulations, each one with multiple disciplines participating, over a four-week period. Key components of the pre-briefing stages included learning about the topic of end-of-life, understanding the different inter-professional roles, teamwork, and feeling comfortable with the simulation environment. Reflective debriefing was carried out in small groups immediately after the simulation with objective feedback and affirmation of interdisciplinary teamwork, skills, and communication. A second culminating debriefing also occurred which offered the students the ability to pull their experiences together and reflect and compare their perceptions to those of an actual survivor of the same disease. This project revealed to faculty the importance of using multistaged pre-briefing and debriefing in a progressive multidisciplinary pediatric simulation.

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Section: Standard 6 Of the Inacsl Standards Of Best Practicementioning

confidence: 99%

mentioning

confidence: 99%

A Multi-Level Approach to Pre-Briefing and Debriefing in a Pediatric Interdisciplinary Simulation

Gray¹,

Rogers²,

Glynn³

et al. 2017

Pediatr Neonatal Nurs Open J

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show abstract

“…It improves their capacity to explore emotions, allowing them to establish techniques in communication and improve their problem-solving skills to form judgements [ 23 ]. However, owing to a lack of evidence in nursing literature, limited support is available for Advanced Practice Registered Nurses or Acute Care Nurse Practitioner education to prove the efficacy of HFS and debriefing practices [ 19 , 21 , 24 ]. Furthermore, despite clear evidence supporting the use of simulation in nursing education, there is little confirmation regarding the most effective debriefing strategy or model for use in debriefing simulations designed for nurses in post-graduate critical care nursing programmes.…”

Section: Introductionmentioning

confidence: 99%

“…The high-fidelity simulation (HFS) that integrates debriefing is accepted as an essential component of nursing education. The training provided by these two learning processes is an essential tool to achieve advancements in the nurses' performance in their traditional and professional roles [19][20][21][22]. During training, the practice of self-reflection skills becomes a beneficial aspect for aspiring simulation facilitators.…”

Section: Introductionmentioning

confidence: 99%

Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase

2022

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Background Simulation is part of the training provided to nurses enrolled in the master’s degree for critical care nursing programmes at our institution. Although the students are practicing nurses, many still make mistakes when performing nursing procedures related to critical care during simulation sessions, and these mistakes must be addressed during the debriefing session. The aim of the study is to compare the knowledge and skills acquired by groups of postgraduate critical care nursing students who were exposed to high-fidelity simulation (HFS) by using different debriefing structures. Methods A quasi-experimental crossover design was utilised during the post-tests and objective structured clinical examinations (OSCEs). The students were divided into two groups: one was exposed to HFS with a 3-phase debriefing, and the other was exposed to HFS with a multiphase debriefing. Both groups involved facilitator-guided and video-assisted debriefings. Results Overall, the post-test scores (p-value: Phase 1 = 0.001 and Phase 2 = 0.000) and post-OSCE scores (p-value: Phase 1 = 0.002 and Phase 2 = 0.002) support that the group of postgraduate students who underwent HFS with a multiphase debriefing structure gained significantly higher scores compared to the group who underwent HFS with a 3-phase debriefing structure. Conclusion Debriefing is a critical component of successful simulation. Learning requires assessment that creates constructive criticism based on feedback and reflection. A multiphase debriefing structure, specifically the healthcare simulation after-action review, provides a significant advantage for knowledge and skills acquisition.

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Primary Care Pediatric Nurse Practitioner Simulation Techniques

Rosenblum,

Doucette

2023

Comprehensive Healthcare Simulation

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Using High-fidelity Simulation to Teach Acute Care Pediatric Nurse Practitioner Students

Cited by 17 publications

References 9 publications

A Multi-Level Approach to Pre-Briefing and Debriefing in a Pediatric Interdisciplinary Simulation

A Multi-Level Approach to Pre-Briefing and Debriefing in a Pediatric Interdisciplinary Simulation

Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase

Primary Care Pediatric Nurse Practitioner Simulation Techniques

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