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Tan KH, Carmelie Rif S, Mohamed Sultan FM, Muslim N. Eliciting debriefing experiences: A scoping review. Heliyon 2024; 10:e33592. [PMID: 39035517 PMCID: PMC11259879 DOI: 10.1016/j.heliyon.2024.e33592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Revised: 06/22/2024] [Accepted: 06/24/2024] [Indexed: 07/23/2024] Open
Abstract
Debriefing is a process in physical or online learning that encourages learners to reflect on their own learning experiences. Effective questioning techniques and evoking positive experiences are methods for regulating and guiding students toward an environment that promotes mental health. The purpose of this scoping review is to identify effective debriefing questioning techniques and experiences for addressing the three presences in the Community of Inquiry framework, namely social presence, cognitive presence, and instructor presence, among learners in an educational or occupational setting. The result of the synthesis provided a comprehensive picture of which question types and experiences are present for the projection of each or a combination of the three presences. On Google Scholar, Education Resources Information Center, ResearchGate, and ScienceDirect, a search pertaining to debriefing strategy and questioning techniques was performed. From 2002 to 2020, 265 articles on debriefing strategy and questioning techniques were eliminated, leaving only 60 articles that were largely relevant. Results indicated that open-ended questions that are oriented toward higher-order thinking with the purpose of stimulating, following up, and clarifying are prevalent. Based on the Debriefing Experience Scale, the majority of the learners' experiences involve Learning and Making Connections with Learning, followed by Appropriate Facilitator Guidance, Facilitator Skill in Conducting Debriefing, and then Analyzing Thoughts and Feelings. Questioning is a relevant aspect of facilitating experiences in different types of presence, and the types of questions used can influence the quality of those experiences.
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Affiliation(s)
- Kim Hua Tan
- Taylor's University Lakeside Campus, 47500, Subang Jaya, Malaysia
| | | | | | - Nazri Muslim
- Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, Bangi, 43600, Malaysia
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Adamshick PZ, Payton C. Using Adolescent SBIRT With Simulation to Teach Nursing Students Substance Use Assessment. J Nurs Educ 2024; 63:247-251. [PMID: 38581703 DOI: 10.3928/01484834-20240207-08] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2024]
Abstract
BACKGROUND Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based protocol for early identification and treatment for substance use. Adolescents are a high-risk group for substance use. METHOD SBIRT simulation was conducted among nursing students (n = 79). Surveys were administered before (pretest), immediately after (posttest 1), and 3 weeks (posttest 2) after simulation. Outcome scores including attitude, role security, therapeutic commitment, knowledge, confidence, competence, readiness, and response to scenarios and cases were compared between traditional undergraduate nursing students who received educational reinforcement before the posttest 2 survey and postbaccalaureate students. RESULTS Mean scores for attitude, role security, knowledge, confidence, competence, readiness, and scenarios or cases improved significantly after the simulation (p < .005). Traditional undergraduate and postbaccalaureate students had similar posttest 1 and posttest 2 scores. CONCLUSION After SBIRT simulation, outcomes improved and were maintained after educational reinforcement, which could increase the success of interventions for substance use among adolescents. [J Nurs Educ. 2024;63(4):247-251.].
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Lopina N. A Staged Defragmented Simultaneous Debriefing Model As Integrated Micro-debriefing Components Inside Online Simulation for Competencies Formation. Cureus 2024; 16:e56000. [PMID: 38606236 PMCID: PMC11007450 DOI: 10.7759/cureus.56000] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/09/2024] [Indexed: 04/13/2024] Open
Abstract
Background Currently, there are no separate debriefing models for online simulation training, and existing models simply imitate the traditional models used in on-site simulation training (the physical presence of individuals, such as students or trainees, in a simulation center). This involves hands-on, in-person training within a simulated environment to enhance practical skills and knowledge in a controlled setting. This scenario does not fully meet the requirements and capabilities of distance learning. Objective To develop a staged defragmented debriefing model as integrated micro-debriefing components inside an online simulation to support the development of clinical decision-making and competencies formation within medical education and offer recommendations to support the use of this debriefing model as a teaching strategy. Methods This descriptive study was conducted from August 2020 to September 2023. To build a staged defragmented debriefing model as integrated micro-debriefing components inside an online simulation for competencies formation the traditional debriefing model's components for on-site simulation training, simulation type, and structure, modern concepts of e-learning, and classification of the seriousness of medication errors were used. The main focus of this study was on providing a detailed account of the debriefing components for online simulation training, features, and implementation of this new teaching model. A total of 38 participants, healthcare professionals, were recruited for this study. The participants were randomly assigned to two groups: one experiencing the staged defragmented debriefing model (n = 20) and the other control group, which received traditional debriefing following simulation training (n = 18). Results The results allowed us to successfully develop a staged defragmented debriefing model inside the simulation that integrates micro-debriefing components located at different points of the simulation scenarios. This teaching approach was successfully implemented in online clinical case scenarios in the "ClinCaseQuest" Simulation Training Platform for continuous medical education. Additionally, an internal validation experiment comparing the effectiveness of the staged defragmented debriefing model with the traditional debriefing method demonstrated superior learning outcomes and participant satisfaction in the staged debriefing group. Conclusions The staged defragmented debriefing model, when integrated into online simulations, represents a promising strategy for advancing clinical decision-making skills and competencies formation in medical education. Implementation of this debriefing model as a teaching strategy holds promise for enhancing learning outcomes in medical education settings. Further research, validation, and implementation are recommended to maximize the model's potential impact on medical education and training.
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Li Y, Lv Y, Dorol RD, Wu J, Ma A, Liu Q, Zhang J. Integrative virtual nursing simulation in teaching cardiopulmonary resuscitation: A blended learning approach. Australas Emerg Care 2024; 27:37-41. [PMID: 37558556 DOI: 10.1016/j.auec.2023.07.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Revised: 07/07/2023] [Accepted: 07/30/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND Online learning resources facilitated educational development during the COVID-19 pandemic. This study focuses on the integration of online virtual simulation with interactive exercises and offline low-fidelity simulation for the first time to explore the impact on CPR skills. METHODS First year nursing students from a medical college participated as volunteers in this study. They were divided randomly into two groups with both having a cardiopulmonary resuscitation (CPR) lesson with the same timings and objectives. The experimental group (n = 36) adopted a blended learning method, with virtual simulation and low-fidelity simulation as resources; the control group (n = 36) used the same method without virtual simulation. The same lecturers taught both classes. Students' self-directed learning (SDL) and critical thinking skills were assessed before and after the intervention and their CPR skills were examined afterward. RESULTS The experimental group exhibited significantly greater improvement in their SDL abilities and CPR skills. By contrast, we found no statistical differences in their critical thinking abilities. CONCLUSIONS During CPR training, blended learning method was used to integrate virtual nursing simulation in teaching, which effectively improved students' SDL and CPR skills.
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Affiliation(s)
- Yan Li
- School of Nursing, Nanyang Medical College, Nanyang, China.
| | - Yunling Lv
- School of Nursing, Nanyang Medical College, Nanyang, China
| | - Ramil D Dorol
- School of Education, Philippine Women's University, Manila, the Philippines
| | - Junxiao Wu
- School of Nursing, Nanyang Medical College, Nanyang, China
| | - Anna Ma
- School of Nursing, Xinxiang Medical University, Xinxiang, China
| | - Qian Liu
- School of Nursing, Nanyang Medical College, Nanyang, China
| | - Jin Zhang
- School of Nursing, Nanyang Medical College, Nanyang, China
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Senette CL, Dingley C, Doolen J, Gordon H. Fluctuating cohesion: A grounded theory study of nursing students engaged in a combined debriefing format. Nurse Educ Pract 2024; 76:103943. [PMID: 38554617 DOI: 10.1016/j.nepr.2024.103943] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 02/25/2024] [Accepted: 03/11/2024] [Indexed: 04/02/2024]
Abstract
AIM This study explored the social processes enacted by nursing students when they engage in a combined format of structured peer debriefing followed by instructor-led debriefing after in-person simulation. The aim was to gain insight into nursing students' perceptions and how peer processes influenced reflection and learning. BACKGROUND Debriefing, a key component of clinical simulation, promotes development of nursing students' reflective processes and enhances learning. In-person group-debriefing led by faculty/instructors is the most used debriefing format in healthcare simulation education. Yet, recent studies indicate instructor-led formats may increase students' anxiety and limit their capacity for reflection, a crucial step in clinical reasoning and decision making. Investigations into learner-centered formats support peer debriefing as a reasonable alternative to traditional instructor-led debriefing. However, current peer debriefing studies provide little insight into the social interactions and processes supporting reflection and learning; and little theoretical basis exists for the integration of alternatives to instructor-led debriefing formats (such as peer debriefing) into simulation-based education. DESIGN This qualitative study used a Straussian grounded theory design. METHODS Senior-level baccalaureate and associate degree nursing students from an U.S. public university with first-hand experience using the combined format of peer debriefing followed by instructor-led debriefing were recruited to participate in focus-group interviews. Data gathered from semi structured interviews were analysed using the iterative process of constant comparison. Theory building was aided using memoing, theoretical sampling and conceptual diagramming. RESULTS The sample consisted of 34 students. Study findings revealed the core category of the constructed theory, 'Fluctuating cohesion', involved students' pervasive sense of going back and forth between a sense of unity (we-ness) and separatism (me-ness) while engaged in the combined debriefing format. The theory integrated five related categories: discovering the process, normalizing experiences, developing mutuality, dynamic balancing and engaging informal social connections. Findings illustrated the processes students enacted to take ownership for learning and proactively discuss their clinical decision-making with the instructor. In turn, reflection was enhanced by increased receptiveness to subsequent expert feedback. CONCLUSIONS The study findings demonstrated that augmenting instructor-led debriefing with peer debriefing leveraged the beneficial nature of peer interactions, promoted psychological safety, facilitated nascent team behaviors and enhanced reflective thinking. The resultant theory that was generated from the findings and grounded in participants' experience, provides a meaningful framework that may inform future learner-centered debriefing formats aimed at optimizing debriefing effectiveness.
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Affiliation(s)
- Carol Lynn Senette
- University of Nevada, Las Vegas School of Nursing, 4505 S. Maryland Pkwy, Las Vegas, NV 89154, USA; University of Alaska Anchorage School of Nursing, Health Sciences Building, 3795 Piper St, Anchorage, AK 99508, USA.
| | - Catherine Dingley
- University of Nevada, Las Vegas School of Nursing, 4505 S. Maryland Pkwy, Las Vegas, NV 89154, USA
| | - Jessica Doolen
- University of Nevada, Las Vegas School of Nursing, 4505 S. Maryland Pkwy, Las Vegas, NV 89154, USA.
| | - Howard Gordon
- University of Nevada, Las Vegas School of Nursing, 4505 S. Maryland Pkwy, Las Vegas, NV 89154, USA
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Duff JP, Morse KJ, Seelandt J, Gross IT, Lydston M, Sargeant J, Dieckmann P, Allen JA, Rudolph JW, Kolbe M. Debriefing Methods for Simulation in Healthcare: A Systematic Review. Simul Healthc 2024; 19:S112-S121. [PMID: 38240623 DOI: 10.1097/sih.0000000000000765] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2024]
Abstract
ABSTRACT Debriefing is a critical component in most simulation experiences. With the growing number of debriefing concepts, approaches, and tools, we need to understand how to debrief most effectively because there is little empiric evidence to guide us in their use. This systematic review explores the current literature on debriefing in healthcare simulation education to understand the evidence behind practice and clarify gaps in the literature. The PICO question for this review was defined as "In healthcare providers [P], does the use of one debriefing or feedback intervention [I], compared to a different debriefing or feedback intervention [C], improve educational and clinical outcomes [O] in simulation-based education?" We included 70 studies in our final review and found that our current debriefing strategies, frameworks, and techniques are not based on robust empirical evidence. Based on this, we highlight future research needs.
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Affiliation(s)
- Jonathan P Duff
- From the Department of Pediatrics (J.P.D.), University of Alberta. Edmonton, Canada; College of Nursing and Health Professions (K.J.M.), Drexel University, Philadelphia, PA; Simulation Centre (J.S., M.K.), University Hospital, Zurich, Switzerland; Department of Pediatrics, Section of Emergency Medicine (I.T.G.), Yale University School of Medicine, New Haven, CT; Treadwell Virtual Library (M.L.), Massachusetts General Hospital, Boston, MA; Faculty of Medicine (J.S.), Dalhousie University, Halifax, Canada; Copenhagen Academy for Medical Education and Simulation (CAMES) (P.D.), Herlev, Denmark; Department of Quality and Health Technology (P.D.), University of Stavanger, Stavanger, Norway; Department of Public Health (P.D.), University of Copenhagen, Denmark; Department of Family and Preventive Medicine (J.A.A.), University of Utah, Salt Lake City, UT; Center for Medical Simulation (J.W.R.), Boston, MA; and ETH Zurich (M.K.), Zurich, Switzerland
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Heyn LG, Brembo EA, Byermoen KR, Cruaud C, Eide H, Flo J, Nordsteien A, Overgaard G, Egilsdottir HÖ. Exploring facilitation in virtual simulation in nursing education: A scoping review. PEC INNOVATION 2023; 3:100233. [PMID: 38033419 PMCID: PMC10687044 DOI: 10.1016/j.pecinn.2023.100233] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 11/10/2023] [Accepted: 11/18/2023] [Indexed: 12/02/2023]
Abstract
Objective To systematically map existing research regarding the reflective feedback in virtual simulation in undergraduate nursing education. Methods A scoping review was conducted based on the Arksey and O'Malley framework and the PRISMA-ScR. Results We included 41 studies from 15 different countries. The simulation interventions allowed for interaction between the student and the virtual patient, the software, faculty, peers, or a combination of two or more of these. Students valued reflective feedback during and after the simulation. Conclusions Our review emphasizes the importance of a human in the loop. Feedback before, during, and after the simulation is possible in virtual simulation where the facilitator can pause the virtual scenario and stimulate reflections during the simulation to obtain deep learning. Virtual simulation provides opportunities to give feedback from the software, such as cues or direct feedback. Innovation There is a lack of focus on the feedback process and there is a need to revitalize the role of facilitators in a virtual simulation to determine their relative contribution in this process. Several studies reported the usefulness or the effect of virtual simulation on learning processes, but most lacked emphasis on investigating the significance of including a human in the loop.
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Affiliation(s)
- Lena Günterberg Heyn
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Espen Andreas Brembo
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Kirsten Røland Byermoen
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Caroline Cruaud
- Unit for Digitalisation and Education, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Hilde Eide
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Jill Flo
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Anita Nordsteien
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Grith Overgaard
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
| | - Hugrun Ösp Egilsdottir
- Center for Health and Technology, University of South-Eastern Norway, Campus Drammen, Grønland 58, 3045 Drammen, Norway
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Fang JL, Umoren RA. Telesimulation for neonatal resuscitation training. Semin Perinatol 2023; 47:151827. [PMID: 37743211 DOI: 10.1016/j.semperi.2023.151827] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 09/26/2023]
Abstract
Telesimulation uses telecommunication and simulation to educate and assess remote learners, obviating the need for instructors or learners to travel off site. Telesimulation increases access to and convenience of simulation-based education for sites that do not have formal simulation centers, including rural/remote areas. Telesimulation is feasible, improves knowledge and skills, and is favorably received by learners and instructors. In general, telesimulation has been shown to be effective for neonatal resuscitation training, even in low- and middle-income countries. Post telesimulation debriefing, termed teledebriefing, requires many of the skills of in-person debriefing, and teledebriefing can optimize learning by exposing learners to content experts in geographically distant sites or from specialties not available locally. When implementing telesimulation for neonatal resuscitation training, key considerations include program design, telecommunication platform, pre-telesimulation preparation, and teledebriefing. Additional research is needed to identify whether lessons learned during telesimulation translate to clinical practice and impact patient outcomes.
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Affiliation(s)
- Jennifer L Fang
- Division of Neonatal Medicine, Mayo Clinic, Rochester, MN, USA.
| | - Rachel A Umoren
- Division of Neonatology, University of Washington, Seattle, WA, USA
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Molina-Rodríguez A, Suárez-Cortés M, Leal-Costa C, Ruzafa-Martínez M, Díaz-Agea JL, Ramos-Morcillo AJ, Jiménez-Ruiz I. Including audience response systems in debriefing. A mixed study during nursing simulation-based learning. BMC Nurs 2023; 22:353. [PMID: 37789299 PMCID: PMC10548674 DOI: 10.1186/s12912-023-01499-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2023] [Accepted: 09/12/2023] [Indexed: 10/05/2023] Open
Abstract
BACKGROUND The audience response systems are being implemented to support active learning in nursing degree programs. The benefits of audience response systems have been studied in lecture-based classes and seminars, but their advantages or inconveniences when included in the debriefing phase of a high-fidelity clinical simulation have not been explored. The study aim was to discover student´s experience about using of interactive questions during debriefing, and the self-perceived effects on attention, participation and motivation. METHODS A Mixed-methods study was used exploratory sequential design in a university. The participants were 4th-year students enrolled in the Nursing Degree in a university in Southern Spain. (1) Qualitative phase: a phenomenological approach was utilized, and focus groups were used for data-collection. (2) Quantitative phase: cross-sectional descriptive study using a questionnaire designed "ad hoc", on the experiences on the use of interactive questions in the debriefing phase and the Debriefing Experience Scale. RESULTS (1) Qualitative phase: the students highlighted the facilitating role of the interactive questions during the reflection part of the debriefing, and mentioned that the interactive questions helped with stimulating attention, participation, and motivation during the analytical part of the debriefing; (2) Quantitative phase: it was observed that the best evaluated dimension was "Motivation", with a mean of 4.7 (SD = 0.480), followed by the dimension "Participation", with a mean of 4.66 (SD = 0.461), and lastly, the dimension "Attention", with a mean of 4.64 (SD = 0.418). CONCLUSIONS The use of interactive questions contributed the attention, participation, and motivation of the students during the debriefing, contributing towards a highly satisfactory experience of high-fidelity clinical simulation.
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Affiliation(s)
| | - María Suárez-Cortés
- Department of Nursing, Faculty of Nursing, University of Murcia, Murcia, Spain.
| | - César Leal-Costa
- Department of Nursing, Faculty of Nursing, University of Murcia, Murcia, Spain
| | | | - José Luis Díaz-Agea
- Department of Nursing, Faculty of Nursing, University of Murcia, Murcia, Spain
| | | | - Ismael Jiménez-Ruiz
- Department of Nursing, Faculty of Nursing, University of Murcia, Murcia, Spain
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Song M, Moon JE, Jang A. Text Network Analysis of Research Topics and Trends on Simulations Using Virtual Patients in Nursing Education. Comput Inform Nurs 2023; 41:639-646. [PMID: 36634228 DOI: 10.1097/cin.0000000000000993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/14/2023]
Abstract
Simulations using virtual patients have been utilized as an effective method in nursing education. However, keyword network analyses and topic modeling on simulations using virtual patients in nursing education have not yet been performed. In this study, 213 articles were retrieved from online research article databases. Abstracts from these articles were extracted, and network analysis was conducted using NetMiner version 4.3 (Cyram Inc, Seongnam, South Korea). Based on the study's analysis, scenario, communication, system, assessment, person, disaster, and management were identified as the keywords with high centrality values. Therefore, they were determined to be influential in the network. After topic modeling, 10 topics were derived as dementia care competency, pain assessment, airway placement management, operating procedure, presence and satisfaction, communication and attitude improvement, platform world, disaster response, game and video usability, and system for confidence. The identified trends in this study will help grasp the trends and insight to guide future research directions on simulations using virtual patients in nursing education.
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Affiliation(s)
- Miok Song
- Author Affiliations: Department of Nursing, Nambu University (Drs Song and Jang); and Department of Nursing, Honam University (Dr Moon), Gwangju, Republic of Korea
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Park JO, Lee-Jayaram J, Sato E, Eto Y, Kahili-Heede M, Hirayama K, Berg BW. A scoping review of remote facilitation during simulation-based healthcare education. BMC MEDICAL EDUCATION 2023; 23:592. [PMID: 37605196 PMCID: PMC10464104 DOI: 10.1186/s12909-023-04551-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2022] [Accepted: 07/29/2023] [Indexed: 08/23/2023]
Abstract
BACKGROUND Remote facilitation is a synchronous distance education method where instructors facilitate a lesson, in real-time, in physically separate conditions. In this scoping review, we aimed to describe types of remote facilitation used in a healthcare simulation, the influences on learner outcomes, and related factors. METHODS We accessed PubMed, EMBASE, CINAHL, ERIC, and Web of Science using our search strategies. Five reviewers performed the review using the Preferred Reporting Items for Systematic Reviews and Meta Analysis extension for Scoping Reviews (PRISMA-ScR) framework, and the Johanna Briggs Institute (JBI) guidelines. RESULTS We included a total of 29 articles presenting 28 simulation studies. The most common tool was videoconferencing (n = 26, 89.7%). Knowledge improvement was the most frequently measured outcome. There was no significant difference in learning outcomes between the two teaching modes. There were differences in learners' preferences and satisfaction with remote facilitators before and after COVID-19. CONCLUSIONS Our scoping review indicates that remote facilitation has been widely accepted in many healthcare professions using various types of simulation modalities. Remote facilitation can be used to overcome logistical problems of synchronous multi-location education, and to improve learner knowledge, skills, and confidence measured by instructor evaluation or self-assessment.
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Affiliation(s)
- Ju Ok Park
- Department of Emergency Medicine, Hallym University College of Medicine, Dongtan Sacred Heart Hospital, Hwaseong-si, South Korea.
| | - Jannet Lee-Jayaram
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Eri Sato
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Yuka Eto
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Melissa Kahili-Heede
- Health Science Library, John A. Burns School of Medicine, University of Hawaii at Manoa, Honolulu Hawaii, USA
| | - Krystal Hirayama
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
| | - Benjamin W Berg
- SimTiki Simulation Center, John A. Burns School of Medicine, University of Hawaii at Manoa, , Honolulu Hawaii, USA
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Casler K, Bobek H, Pittman O, Tornwall J. The effect of asynchronous group discussions on nurse practitioner student debriefing experience in virtual simulation. J Am Assoc Nurse Pract 2022; 34:901-908. [PMID: 35452028 DOI: 10.1097/jxx.0000000000000720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Accepted: 03/11/2022] [Indexed: 11/26/2022]
Abstract
ABSTRACT Debriefing facilitates student learning of critical concepts and faculty evaluation of simulation learning outcomes. However, effective practices in debriefing after virtual simulation, including the impact of software-generated performance feedback and asynchronous group debriefing, are not well understood. Student perceptions of two different methods of postsimulation debriefing were explored by comparing software-generated performance feedback only versus software-generated feedback combined with an asynchronous, faculty-facilitated, online discussion based on the 3D Model of Debriefing. The Debriefing Experience Scale was used to evaluate self-reported debriefing experiences in 68 advanced practice nursing students before and after implementation of an online discussion-board debriefing strategy. Students reported an improved debriefing experience when simulation software-generated feedback was combined with asynchronous online discussion compared with automated software-generated feedback alone. Implications for faculty are discussed including lessons learned to support online, asynchronous debriefing experiences, and how to engage students in meaningful discussions that triangulate feedback from the simulation software, peers, and their instructor.
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Affiliation(s)
- Kelly Casler
- The Ohio State University College of Nursing, Columbus, Ohio
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Mosher CJ, Morton A, Palaganas JC. Perspectives of engagement in distance debriefings. Adv Simul (Lond) 2021; 6:40. [PMID: 34749833 PMCID: PMC8575148 DOI: 10.1186/s41077-021-00192-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Accepted: 10/25/2021] [Indexed: 11/21/2022] Open
Abstract
Background The COVID-19 pandemic propelled remote simulation and online distance debriefings. Like in-person debriefings, educators seek to facilitate reflective learning conversations, yet, in the online setting, educators face challenges to learner engagement that differ considerably from in-person debriefing. Methods We performed a thematic analysis of fourteen semi-structured interviews conducted with fourteen participants who had experience with virtual debriefing as an educator or as a learner. We explored the experiences and perceptions of both educators and learners to provide a more in-depth understanding of the factors that influence engagement in online distance debriefing. Results Our study identified the challenges online distance debriefing poses for educators and learners. We found ten themes that support the Community of Inquiry (CoI) theoretical framework and provided additional considerations related to internal and external factors of engagement, including the influence of the simulation, false engagement, and self-presence. Conclusions We believe these findings can inform the design and facilitation of online debriefings to help provide educators with guidance and innovative solutions to best engage their learners in the challenging online environment.
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Affiliation(s)
- Cynthia J Mosher
- Alfaisal University College of Medicine, Riyadh, Saudi Arabia. .,MGH Institute of Health Professions, Charlestown Navy Yard, 36 1st Avenue, Boston, MA, 02129-4557, USA.
| | - Alex Morton
- MGH Institute of Health Professions, Charlestown Navy Yard, 36 1st Avenue, Boston, MA, 02129-4557, USA
| | - Janice C Palaganas
- MGH Institute of Health Professions, Charlestown Navy Yard, 36 1st Avenue, Boston, MA, 02129-4557, USA.,Department of Anesthesia, Critical Care, & Pain Medicine, Harvard Medical School, Boston, MA, USA
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Alaryani ZD, Alhofaian A, Elhady M. The relationship between knowledge and self-efficacy of nurses regarding early initiation of cardiopulmonary resuscitation and automated defibrillation in Saudi Arabia. BELITUNG NURSING JOURNAL 2021; 7:387-394. [PMID: 37496508 PMCID: PMC10367978 DOI: 10.33546/bnj.1670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2021] [Revised: 08/11/2021] [Accepted: 09/12/2021] [Indexed: 07/28/2023] Open
Abstract
Background Cardiopulmonary resuscitation (CPR) and early defibrillation are the most common procedures performed by nurses as the first responders to cardiac arrest patients in the hospital setting. Therefore, nurses are demanded to have high skills for effective performance. Self-efficacy and knowledge are considered significant factors affecting early initiation of CPR and automated defibrillation. However, previous studies mostly focused on nursing students instead of frontline nurses. Objective This research aimed to assess the relationship between nurses' knowledge and self-efficacy regarding the early initiation of CPR and automated defibrillation of cardiac arrest patients. Methods The study employed a cross-sectional, descriptive, correlational survey. Using convenience sampling, two hundred eighty-seven nurses working in critical areas and inpatient and outpatient departments, King Abdulaziz University Hospital (KAUH), Saudi Arabia, were selected. Resuscitation Knowledge and Self-Efficacy Scales were used for data collection (using Google Form) from November 2020 to January 2021. Descriptive statistics and Pearson correlation were used for data analysis. Results Overall, 61.3% of participants had moderate knowledge (13.659 ± 2.175), and 63.8% had high self-efficacy (44.627 ± 58.397). The highest domain of self-efficacy was responding and rescuing, while the lowest domain was debriefing and recording. There was a significant positive relationship between knowledge and self-efficacy (p <0.001; r = 0.207). Conclusion The positive relationship explained a high level of self-efficacy if there was a high level of knowledge. Thus, it is recommended that nursing programs apply CPR and automated defibrillation curricula during nurses' internships, clear policies and procedures about CPR and automated defibrillation, continual updates about CPR and automated defibrillation, and knowledge and continuance training (on-job-training) about CPR and automated defibrillation, which can enhance and improve knowledge and self-efficacy among health care workers, especially for nurses.
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Affiliation(s)
- Zainah D. Alaryani
- Medical-Surgical Nursing, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
| | - Aisha Alhofaian
- Medical-Surgical Nursing, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
| | - Mona Elhady
- Emergency and Critical Care Nursing, Faculty of Nursing, King Abdulaziz University, Saudi Arabia
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Goldsworthy S, Verkuyl M. Facilitated Virtual Synchronous Debriefing: A Practical Approach. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.06.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Luctkar-Flude M, Tyerman J, Verkuyl M, Goldsworthy S, Harder N, Wilson-Keates B, Kruizinga J, Gumapac N. Effectiveness of Debriefing Methods for Virtual Simulation: A Systematic Review. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.04.009] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Wiese LK, Love T, Goodman R. Responding to a simulated disaster in the virtual or live classroom: Is there a difference in BSN student learning? Nurse Educ Pract 2021; 55:103170. [PMID: 34388615 PMCID: PMC8513508 DOI: 10.1016/j.nepr.2021.103170] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Revised: 07/14/2021] [Accepted: 08/01/2021] [Indexed: 11/22/2022]
Abstract
AIM This study aim was to investigate if prelicensure baccalaureate nursing students gained more knowledge from a live or virtual disaster simulation. The study goal was to inform the use of e-learning or traditional textbooks in undergraduate nursing population health courses. BACKGROUND Weather-related disasters have increased in frequency and severity in the past ten years, with 2020 being the most active storm season ever seen (National Oceanographic and Atmospheric Administration, 2021.) Even with advances in early warning systems and mitigation efforts, educating student nurses in disaster response remains a priority. Due to the impact of Covid-19 quarantine policies, many in-person student learning labs and clinical experiences were cancelled. However, virtual simulation offers an alternative to developing nursing student skills and clinical reasoning ability (Aebersold, 2018; Fogg et al., 2020). DESIGN A randomized quasi-experimental, repeated measures 2 × 2 crossover design (Kim, 2018) was applied, which allowed students to participate in both the live and virtual simulations. METHODS Analysis was conducted using paired samples t-test to evaluate knowledge gains. To measure students' self-assessment of knowledge, Unver et al. (2018) 12-item survey was administered. To explore students' own perceptions about the disaster simulations, semi-structured interview questions were offered through private Wiki postings. The responses were analyzed using Saldaña's in vivo coding (2015) and thematic analysis. RESULTS Students retained more empirical knowledge following the virtual assignment as compared to the disaster simulation, except in two items addressing triage. Neither age, years of education, or GPA impacted test results. However, students' own assessment of learning did not differ between live and virtual simulations. In all but three items, students perceived a significant increase (p < .05) in their learning following the simulation, regardless whether it was live or virtual. In narrative responses, students overwhelmingly cited the benefit of an in-person simulation. However, they did not believe that they were prepared adequately for the live simulation. They also expressed that they would be more prepared if the simulation was repeated. Students expressed discomfort, even distress, regarding not being able to care adequately for everyone, even though it was a simulation (See Table 5). This highlighted that live simulations can affect students emotionally, and follow-up debriefing is essential to help in both acknowledging and processing student feelings. CONCLUSION These findings, which support the use of virtual disaster training in nursing education, are especially important in the light of Covid-19 and increasing threat of storm disasters.
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Affiliation(s)
- Lisa Kirk Wiese
- C.E. Lynn College of Nursing, Florida Atlantic University, BC84, #333, 777 Glades Road, Boca Raton, FL 33431, USA.
| | - Tamara Love
- C.E. Lynn College of Nursing, Florida Atlantic University, BC84, 777 Glades Road, Boca Raton, FL 33431, USA.
| | - Rhonda Goodman
- C.E. Lynn College of Nursing, Florida Atlantic University, BC84, #325, 777 Glades Road, Boca Raton, FL 33431, USA.
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Kubin L, Fogg N, Trinka M. Transitioning Child Health Clinical Content From Direct Care to Online Instruction. J Nurs Educ 2021; 60:177-179. [PMID: 33657238 DOI: 10.3928/01484834-20210222-11] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Accepted: 08/03/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND The global pandemic of 2020 forced preli-censure nursing degree programs to rapidly reevaluate clinical teaching methodologies. To maintain high educational standards with minimal anxiety and disruption for students, a child health teaching team developed an innovative revised plan for facilitation of clinical experiences within the virtual learning environment. METHOD Experienced faculty employed a series of clinical learning activities in the online environment using existing virtual simulations, along with new innovations including a digital escape room, unfolding case studies, and blended prioritization simulations. RESULTS Information gleaned from student evaluations identified self-reported increases in clinical reasoning, prioritization, communication, and critical thinking skills. Students appreciated a more relaxed pace that allowed for more time to think through the processes. CONCLUSION Virtual activities can be as effective as in-person clinical learning methodologies. Integrating virtual activities into clinical curricula can be a viable option, especially in areas where clinical placement is limited. [J Nurs Educ. 2021;60(3):177-179.].
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Jallad ST, Işık B. The effectiveness of virtual reality simulation as learning strategy in the acquisition of medical skills in nursing education: a systematic review. Ir J Med Sci 2021; 191:1407-1426. [PMID: 34227032 DOI: 10.1007/s11845-021-02695-z] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Accepted: 06/19/2021] [Indexed: 10/20/2022]
Abstract
PURPOSE This review was aimed to evaluate the effectiveness of virtual reality simulation as a teaching / learning strategy on the acquisition of clinical skills and performance, self-confidence, satisfaction and anxiety level in nursing education. METHODOLOGY The Preferred Reporting Items for Systematic Reviews guidelines, using the PICO model that is based on an evidence-based practice process was matched. A total of twenty-three studies included six themes: performance skills (n = 13), self-confidence (n = 8), satisfaction (n = 10), anxiety level (n = 3), self-efficacy (n = 4), and knowledge (n = 15). Experimental randomised control trials and quasi-experimental studies from 2009 to 2019, conducted in English, were included. Nursing students (n = 1797; BSN, ADN, MSc, LPN) participated. RESULTS AND CONCLUSION This review was indicated that virtual reality simulation provides learning strategy to acquire clinical skills, improve knowledge acquisition, increase self-confidence, self-efficacy, and satisfaction level, and decrease anxiety levels among nursing students.
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Affiliation(s)
- Samar Thabet Jallad
- Department of Nursing, Faculty of Health Sciences Institute, Near East University, Nicosia, Cyprus.
| | - Burçin Işık
- Department of Nursing, Faculty of Health Sciences, Gaziantep Islam Science and Technology University, Gaziantep, Turkey
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MacKenna V, Díaz DA, Chase SK, Boden CJ, Loerzel V. Self-debriefing in healthcare simulation: An integrative literature review. NURSE EDUCATION TODAY 2021; 102:104907. [PMID: 33901867 DOI: 10.1016/j.nedt.2021.104907] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 03/15/2021] [Accepted: 04/06/2021] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Debriefing is an essential component of simulation-based education. In-person, facilitator-led debriefing may not always be practical for newer forms of simulation, such as individual virtual simulations. Self-debriefing addresses the issue of practicality, but evidence of implementation and design are unknown. The aims of this review were to explore the use and design of self-debriefing in healthcare simulation and to identify to what extent self-debriefing found in the literature align with the INACSL Standards of Best Practice for debriefing. DESIGN Integrative review. DATA SOURCES Peer-reviewed studies indexed within CINAHL, MEDLINE, PsycINFO, ERIC, Education Full Text (H.W. Wilson), Education Source, and Academic Search Premier databases. REVIEW METHODS A comprehensive database search was conducted using PRISMA guidelines. The INACSL Standard of Best Practice: Simulation Debriefing was used as a framework for analysis. Ten articles were appraised and analyzed for this review. RESULTS Alignment to best practice standards and presence of required criteria varied in self-debriefing designs. Self-debriefs used with graduate-level learners and self-debriefs with higher alignment to standards showed equivalent performance gains when compared to instructor-led debriefs. None of the studies measured reflection capacity despite it being a recommendation. CONCLUSION Findings indicate that well-designed self-debriefing provides equivalent outcomes to instructor-led debriefing. Best practice recommendations, such as promoting reflection, are underexplored in self-debriefing research.
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Affiliation(s)
- Valorie MacKenna
- University of Connecticut, School of Nursing, 231 Glenbrook Road, Storrs, CT 06269, USA.
| | - Desiree A Díaz
- University of Central Florida, College of Nursing, 12201 Research Pkwy Suite 300, Orlando, FL 32826, USA.
| | - Susan K Chase
- University of Central Florida, College of Nursing, 12201 Research Pkwy Suite 300, Orlando, FL 32826, USA.
| | - Carrie J Boden
- Texas State University, Department of Organization, Workforce, and Leadership Studies, 601 University Drive, Pedernales 115, San Marcos, TX 78666, USA.
| | - Victoria Loerzel
- University of Central Florida, College of Nursing, 12201 Research Pkwy Suite 300, Orlando, FL 32826, USA.
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Abstract
Nurse educators play an important role in implementing changes within hospital orientation, supporting a learner-focused orientation. Utilizing different learning styles and delivery methods, an orientation can promote an environment where registered nurses are active participants and guide the learning. This article discusses the process of incorporating multiple learning styles and modalities into an experienced registered nurse orientation program, creating a learner-centered environment promoting engagement, increased satisfaction, and retention of experienced staff.
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Bracq MS, Michinov E, Duff ML, Arnaldi B, Gouranton V, Jannin P. “Doctor, please”: Educating Nurses to Speak Up With Interactive Digital Simulation Tablets. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.01.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Duff J, Kardong-Edgren S, Chang TP, Elkin RL, Ramachandra G, Stapleton S, Palaganas JC, Kou M, Gross IT. Closing the gap: a call for a common blueprint for remote distance telesimulation. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2021; 7:185-187. [PMID: 35516822 PMCID: PMC8936613 DOI: 10.1136/bmjstel-2021-000875] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Accepted: 03/10/2021] [Indexed: 11/20/2022]
Abstract
The physical requirements mandated by the COVID-19 pandemic have presented a challenge and an opportunity for simulation educators. Although there were already examples of simulation being delivered at a distance, the pandemic forced this technique into the mainstream. With any new discipline, it is important for the community to agree on vocabulary, methods and reporting guidelines. This editorial is a call to action for the simulation community to start this process so that we can best describe and use this technique.
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Affiliation(s)
- Jonathan Duff
- Department of Pediatrics, University of Alberta, Edmonton, Alberta, Canada
| | - Suzie Kardong-Edgren
- Department of Health Professions Education, MGH Institute of Health Professions, Boston, MA, USA
| | - Todd P Chang
- Division of Emergency Medicine, Children's Hospital Los Angeles, Los Angeles, California, USA
| | - Rachel L Elkin
- Division of Pediatric Emergency Medicine, Department of Emergency Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York, NY, USA
| | - Geethanjali Ramachandra
- Pediatric Intensive Care, Krishna Institute of Medical Science, Secunderabad, Telangana, India
| | - Stephanie Stapleton
- Department of Emergency Medicine, Boston University, Boston, Massachusetts, USA
| | - Janice C Palaganas
- Department of Health Professions Education, MGH Institute of Health Professions, Boston, Massachusetts, USA
- Department of Anesthesia, Critical Care & Pain Medicine, Harvard Medical School, Boston, MA, USA
| | - Maybelle Kou
- Graduate Medical Education, Inova Fairfax Medical Campus, Falls Church, Virginia, USA
| | - Isabel T Gross
- Section of Pediatric Emergency Medicine, Department of Pediatrics, Yale University School of Medicine, New Haven, CT, USA
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MacKenna V, Díaz DA, Chase SK, Boden CJ, Loerzel V. Self-Debriefing After Virtual Simulation: Measuring Depth of Reflection. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.01.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Rueda-Medina B, Schmidt-RíoValle J, González-Jiménez E, Fernández-Aparicio Á, Encarnación Aguilar-Ferrándiz M, Correa-Rodríguez M. Peer Debriefing Versus Instructor-Led Debriefing for Nursing Simulation. J Nurs Educ 2021; 60:90-95. [PMID: 33528579 DOI: 10.3928/01484834-20210120-06] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2020] [Accepted: 06/17/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Debriefing is the reflective process following the simulation experience. We aimed to compare the debriefing assessment and debriefing satisfaction perceived by nursing students who underwent different debriefing methods. METHOD An experimental study conducted on three groups (instructor-led debriefing, peer debriefing, and combined debriefing) was performed for 177 nursing students. Differences in the debriefing satisfaction were assessed using the Clinical Experience Simulation scale, the Visual Analogue scale, and the Debriefing Assessment for Simulation in Healthcare (DASH). RESULTS VAS scores for satisfaction differed significantly between the instructor-led debriefing, peer debriefing, and combined debriefing groups. In the Clinical Experience Simulation scale, the combined debriefing group was significantly higher compared with instructor-led debriefing. The total score for DASH was significantly higher in the combined debriefing group compared with instructor-led debriefing, and in instructor-led debriefing compared with peer debriefing. CONCLUSION Combining debriefing after a simulation session improves the debriefing satisfaction and the perceived debriefing assessment among nursing students. [J Nurs Educ. 2021;60(2):90-95.].
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Santos KBD, Püschel VADA, Luiz FS, Leite ICG, Cavalcante RB, Carbogim FDC. SIMULATION TRAINING FOR HOSPITAL ADMISSION OF PATIENTS WITH COVID-19: ASSESSMENT OF NURSING PROFESSIONALS. TEXTO & CONTEXTO ENFERMAGEM 2021. [DOI: 10.1590/1980-265x-tce-2020-0569] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to assess skills, satisfaction, self-confidence and experience with debriefing of nursing professionals in a simulated scenario for hospital admission of patients with COVID-19. Method: this is a quantitative, observational, cross-sectional study, carried out at a university hospital with nursing professionals. Data were collected in June 2020 using the following instruments: sociodemographic questionnaire, checklist for assessing patient admission skills, the Student Satisfaction and Self-Confidence in Learning Scale and the Debriefing Experience Scale. Subsequently, the collected data were analyzed using descriptive and analytical statistics. Results: sixty-two professionals participated, 23 (37.10%) nurses and 39 (62.90%) nursing technicians, with an average age of 36.82 (±6.19). Compliance with patient admission skills ranged from 66.13% to 90.32%. The overall average score on the Student Satisfaction and Self-Confidence in Learning Scale was 4.46 (± 0.36) and, on the Debriefing Experience Scale and factors, 4.63 (±0.33). Professionals who updated themselves with scientific articles and protocols obtained a higher average score on both scales (p<0.05). Conclusion: most professionals demonstrated skills on patient admission, satisfaction with learning, self-confidence in the simulated scenario and adequate experience with debriefing.
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Atthill S, Witmer D, Luctkar-Flude M, Tyerman J. Exploring the Impact of a Virtual Asynchronous Debriefing Method after a Virtual Simulation Game to Support Clinical Decision-Making. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2020.06.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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Verkuyl M, Atack L, Larcina T, Mack K, Cahuas D, Rowland C, Richie S, Ndondo M. Adding Self-Debrief to an In-Person Simulation: A Mixed-Methods Study. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2020.07.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Cheng A, Kolbe M, Grant V, Eller S, Hales R, Symon B, Griswold S, Eppich W. A practical guide to virtual debriefings: communities of inquiry perspective. Adv Simul (Lond) 2020; 5:18. [PMID: 32817805 PMCID: PMC7422458 DOI: 10.1186/s41077-020-00141-1] [Citation(s) in RCA: 40] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Accepted: 07/29/2020] [Indexed: 11/28/2022] Open
Abstract
Many simulation programs have recently shifted towards providing remote simulations with virtual debriefings. Virtual debriefings involve educators facilitating conversations through web-based videoconferencing platforms. Facilitating debriefings through a computer interface introduces a unique set of challenges. Educators require practical guidance to support meaningful virtual learning in the transition from in-person to virtual debriefings. The communities of inquiry conceptual framework offer a useful structure to organize practical guidance for conducting virtual debriefings. The communities of inquiry framework describe the three key elements-social presence, teaching presence, and cognitive presence-all of which contribute to the overall learning experience. In this paper, we (1) define the CoI framework and describe its three core elements, (2) highlight how virtual debriefings align with CoI, (3) anticipate barriers to effective virtual debriefings, and (4) share practical strategies to overcome these hurdles.
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Affiliation(s)
- Adam Cheng
- KidSIM-ASPIRE Research Program, Alberta Children’s Hospital, Departments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of Calgary, 28 Oki Drive NW, Calgary, Canada
| | - Michaela Kolbe
- Simulation Center, UniversitatsSpital Zurich, Ramistrasse 100, 8091 Zurich, Switzerland
| | - Vincent Grant
- KidSIM-ASPIRE Research Program, Alberta Children’s Hospital, Departments of Pediatrics and Emergency Medicine, Cumming School of Medicine, University of Calgary, 28 Oki Drive NW, Calgary, Canada
| | - Susan Eller
- Center for Immersive And Simulation-based Learning, Stanford University, Stanford, USA
| | - Roberta Hales
- Center for Simulation, Advanced Education and Innovation, The Children’s Hospital of Philadelphia, Philadelphia, USA
| | - Benjamin Symon
- Simulation Training Optimising Resuscitation for Kids (STORK), Queensland Children’s Hospital, School of Clinical Medicine, University of Queensland, Brisbane, Australia
| | - Sharon Griswold
- Department of Emergency Medicine, Penn State Health Milton S. Hershey Medical Center, 500 University Drive, M.C. H043, P.O. Box 850, Hershey, PA USA
| | - Walter Eppich
- Departments of Pediatrics and Medical Education, Northwestern University Feinberg School of Medicine, Ann & Robert H. Lurie Children’s Hospital of Chicago, Chicago, USA
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Verkuyl M, St-Amant O, Hughes M, Lapum JL, McCulloch T. Combining Self-Debriefing and Group Debriefing in Simulation. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2019.11.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Virtual Simulation in Nursing Education: A Systematic Review Spanning 1996 to 2018. ACTA ACUST UNITED AC 2020; 15:46-54. [DOI: 10.1097/sih.0000000000000411] [Citation(s) in RCA: 117] [Impact Index Per Article: 29.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Kim YJ, Yoo JH. The utilization of debriefing for simulation in healthcare: A literature review. Nurse Educ Pract 2020; 43:102698. [PMID: 32004851 DOI: 10.1016/j.nepr.2020.102698] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2019] [Revised: 12/29/2019] [Accepted: 01/13/2020] [Indexed: 11/24/2022]
Abstract
The aim of this review was to examine how debriefings have been conducted in healthcare simulations. Using keywords, our search yielded 962 studies through databases. After removing duplicates, we found 20 studies that met inclusion and exclusion criteria. Through ancestry searches, we found two more studies. A total of 22 studies were reviewed. From each study, detailed information about debriefing was extracted based on six criteria, namely, timing, facilitator, place of occurrence, method, length, and structure. Various types of debriefings were available according to learning objectives, learners' abilities, availability of resources, and context of simulations. We found that peer-led debriefing might be more appropriate for experienced healthcare professionals than unlicensed students due to a gap in knowledge and problem-solving skills between them. In addition, we found that tele-debriefing was feasible in some studies. Although types of individual debriefing varied across the studies, a substantial number of debriefings closely aligned to the standards for high-quality debriefing.
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Affiliation(s)
- Young-Ju Kim
- College of Nursing, Sungshin Women's University, South Korea
| | - Jee-Hye Yoo
- Trudy Busch Valentine School of Nursing, Saint Louis University, USA.
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Jackson BN, Brady A, Friary P, Braakhuis A, Sekula J, Miles A. Educator–student talk during interprofessional simulation-based teaching. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2019; 6:206-213. [DOI: 10.1136/bmjstel-2019-000455] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 07/08/2019] [Indexed: 01/24/2023]
Abstract
BackgroundSimulated learning environments are increasingly common in interprofessional education (IPE). While reflection is key to simulated learning, little is known about the nature of these conversations during simulation. The aim of this exploratory paper was to quantify communicative features of conversations during interprofessional simulation scenarios between dietetics students, speech-language therapy students and their educators.MethodsConversations between students and educators during the pauses between simulated scenario phases were recorded and transcribed. Student and educator utterances were quantitatively analysed for speech acts, question types and elements of IPE (clinical reasoning, roles and responsibilities, client and family centred care, interprofessional collaboration, clinical procedural tasks).ResultsAcross 1340 utterances from six scenarios, analyses of conversational speech acts and question types highlighted similar patterns of usage between two educators despite different clinical scenarios and professional backgrounds. Educators used a minimally higher proportion of open compared with closed questions, and higher-level problem-solving questions predominated in comparison to simple factual questioning. Educators used more requests for action and attention and students displayed more performative and responsive acts (p<0.05). Students were exposed to all elements of IPE through conversations in all scenarios.ConclusionsConversations during pauses in immersive simulated scenarios between educators and students enable rich IPE opportunities and higher-level problem-solving. Educators encouraged students to problem solve within and across disciplines with open questions. Educators provided few factual responses to questions themselves rather diverting questions back to the students. This approach to the analysis of conversation can support educators to evaluate their own communication during interprofessional simulations.
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Verkuyl M, Lapum JL, St-Amant O, Hughes M, Romaniuk D, Mastrilli P. Designing Virtual Gaming Simulations. Clin Simul Nurs 2019. [DOI: 10.1016/j.ecns.2019.03.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Verkuyl M, Lapum JL, Hughes M, McCulloch T, Liu L, Mastrilli P, Romaniuk D, Betts L. Virtual Gaming Simulation: Exploring Self-Debriefing, Virtual Debriefing, and In-person Debriefing. Clin Simul Nurs 2018. [DOI: 10.1016/j.ecns.2018.04.006] [Citation(s) in RCA: 31] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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