Video-assisted debriefing technique for nursing simulation: how to proceed?

Nascimento, Juliana da Silva Garcia; Pereira, Isabela Rosier Olimpio; Regino, Daniela da Silva Garcia; Silva, Aline Roberta da; Oliveira, Jordana Luiza Gouvêa de; Dalrí, Maria Célia Barcellos

doi:10.1590/1983-1447.2021.20190361

Cited by 3 publications

(6 citation statements)

References 28 publications

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“…Because simulation-supported nursing education addresses multiple sensory organs, it provides more information transfer, skill learning becomes more understandable, and students' problem-solving skills increase. 6,[34][35][36]…”

Section: Discussionmentioning

confidence: 99%

“…In a study by Tran et al, 33 students stated that they saw the applications more clearly while watching the virtual patient videos created and that th7s improved their learning process. Because simulation-supported nursing education addresses multiple sensory organs, it provides more information transfer, skill learning becomes more understandable, and students' problem-solving skills increase 6,34–36 …”

Section: Discussionmentioning

confidence: 99%

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The Effect of Video-Based Simulation Training on Nursing Students' Motivation and Academic Achievement

Koçan,

Kulakaç,

Aktuğ

et al. 2024

CIN: Computers, Informatics, Nursing

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This study was conducted to determine the effect of video-based simulation education on nursing students' motivation and academic achievement. The research was designed in a mixed model. A quasi-experimental method with a pretest-posttest control group was used for the quantitative part, and the descriptive phenomenology approach was used as the qualitative research method. The sample of the study consisted of second-year nursing students in two state universities in eastern Turkey. The data were collected with the Student Information Form, the Academic Achievement Test, and the Motivation Resources and Problems Scale using Google Forms Web application. Qualitative data were collected through online semistructured interview forms and focus group interviews. According to the results, the posttest academic achievement and Motivation Resources and Problems Scale mean scores of the students in the intervention group were significantly higher than those of the control group (P < .05). In the analysis of the qualitative, three main themes emerged: We felt fortunate that it increased information retention,” “We felt like we were in real practice environment,” and “It made us feel that we were nurses.” The results showed the use of video-based simulation can be suggested as a strategy to promote classroom teaching and engage students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Effect of Video-Based Simulation Training on Nursing Students' Motivation and Academic Achievement

Koçan,

Kulakaç,

Aktuğ

et al. 2024

CIN: Computers, Informatics, Nursing

View full text Add to dashboard Cite

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“…However, we restricted them to oral debriefing sessions and believed it to be more amenable. 15 In a randomized controlled trial comparing oral debriefing and video-assisted debriefing sessions in teaching neonatal resuscitation protocols, the authors found that debriefing sessions for 15 minutes had potential benefits in improving neonatal resuscitation skills. However, there was no difference between oral and video-assisted debriefing sessions.…”

Section: Discussionmentioning

confidence: 99%

“…We conducted debriefing sessions for 1 hour to make it more amenable to participants. Participants with pretest and posttest DOPS scores were segregated into the following categories: below expectation (0-4), borderline expectations (5)(6)(7)(8), meeting expectations (9)(10)(11)(12), and above expectations (13)(14)(15)(16), and it was found that scores were significantly improved after being exposed to the teaching module, with a P value <.001. When participants were segregated with DOPS scores >12 versus those with DOPS scores lower than or equal to 12.…”

Section: Discussionmentioning

confidence: 99%

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Teaching Bundle Care Approach to Intensive Care Nurses to Prevent Ventilator Associated Pneumonia with a Stratified Validated Module

Tatikonda,

Prasad,

Rout

et al. 2023

Dimens Crit Care Nurs

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Background Module-based teaching of ventilator-associated pneumonia (VAP) with a systematic, stratified approach is expected to have a promising role in teaching. We hypothesized it to improve the skill and knowledge of intensive care unit nurses. Objectives The aim of this study was to determine the efficacy of the teaching module with debriefing sessions on the VAP bundle care approach, and the secondary objective was to estimate the improvement in individual components of the VAP bundle. Methods A total of 200 paramedical staff were exposed to a teaching module consisting of pretest didactic lectures, debriefing sessions, reflection by participants, and feedback. Posttest analysis was done to assess knowledge. Skill assessment was done with directly observed procedural skills (DOPS) assessment, and feedback was taken from participants. Follow-up was done at 6 months to assess decay in knowledge and skills. Results Preworkshop and postworkshop DOPS scores were analyzed using the Mann-Whitney U test. Subgroup analysis was performed using the paired t test. Median pretest and posttest scores were 6 (interquartile range, 4-8) and 13 (interquartile range, 11-15), respectively (P < .001). Comparing DOPS scores before and after exposure to the teaching module, the number of subjects with scores that were below expectations was 24 and 4; meeting expectations was 94 and 24; borderline expectations were 36 and 104; and above expectations was 46 and 58, respectively, between the groups (P < .001). A decay in knowledge and skills was noted in the follow-up. Conclusion A validated teaching module with debriefing sessions is useful in training bundle care approaches to intensive care unit nurses.

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Three-phase video-assisted multidisciplinary team debriefing (VAMTD) in high-fidelity blast simulation through the “advocacy and inquiry” method.

Gasteratos,

Daniels,

Gebhart

et al. 2023

Plastic &Amp; Reconstructive Surgery

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INTRODUCTION: Video-assisted debriefing (VAD) combined with the “advocacy and inquiry” (A&I) technique, is a tool that allows video playback of selected segments of a simulation, thereby assisting the debriefers to structure the session. Currently, however, no consensus exists on how to optimally perform a team debriefing. In our study, we aim to demonstrate and describe the methodology of A&I debriefing in an instructional simulated blast scenario and assess the impact of VAD on residents’ technical and non-technical skills (NTS). MATERIALS AND METHODS: After Institutional Review Board (IRB) approval, we performed a study with 50 residents who were randomly assigned to two groups. Group 1 (control, or “no VAD”, n=25) consisted of residents who received oral debriefing by one independent faculty member without the recorded video of the simulation. Group 2 (intervention, or “VAD”, n=25) consisted of residents who received VAD from the second independent faculty member. These residents repeated the same simulation scenario one week after their debrief. Every resident was assessed on the primary and secondary survey, as well as the NTS, based on the integrated skills (IS) score. RESULTS: The “VAD” group presented significantly higher values for the IS score (p<0.001) compared to the “no VAD'' group. CONCLUSIONS: Our demonstration of three-phase VAD emphasizes important aspects of coherent simulation-based training: psychological safety, A&I, reflection, cognitive frames, pre-brief, main debrief, summary, and translation of new discoveries to real-life patient care. The unique audio-visual aspect of the VAD enhanced residents’ performance in simulation.

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Video-assisted debriefing technique for nursing simulation: how to proceed?

Cited by 3 publications

References 28 publications

The Effect of Video-Based Simulation Training on Nursing Students' Motivation and Academic Achievement

The Effect of Video-Based Simulation Training on Nursing Students' Motivation and Academic Achievement

Teaching Bundle Care Approach to Intensive Care Nurses to Prevent Ventilator Associated Pneumonia with a Stratified Validated Module

Three-phase video-assisted multidisciplinary team debriefing (VAMTD) in high-fidelity blast simulation through the “advocacy and inquiry” method.

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