1
|
Rueda-Medina B, Reina-Cabello JC, Buendía-Castro M, Aguilar-Ferrándiz ME, Gil-Gutiérrez R, Tapia-Haro RM, Casas-Barragán A, Correa-Rodríguez M. Effectiveness of video-assisted debriefing versus oral debriefing in simulation-based interdisciplinary health professions education: A randomized trial. Nurse Educ Pract 2024; 75:103901. [PMID: 38277804 DOI: 10.1016/j.nepr.2024.103901] [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: 11/04/2023] [Revised: 01/15/2024] [Accepted: 01/17/2024] [Indexed: 01/28/2024]
Abstract
AIM We aimed to compare the debriefing experience, simulation assessment, reflection, anxiety and simulation satisfaction of using oral debriefing versus video-assisted debriefing after a simulated clinical session in an interdisciplinary cohort of health sciences students. BACKGROUND Debriefing is a reflective process that takes place after a clinical simulation and that can be performed either in a traditional way (oral) or using video-assisted debriefing. DESIGN A randomized controlled trial was conducted in 143 health sciences students (35.7% male, 61.5% female). METHODS The simulation scenario was designed to evaluate the procedure for donning and doffing personal protective equipment. Differences in debriefing experience, simulation assessment, reflection, anxiety and satisfaction were assessed. RESULTS Regarding debriefing experience, significant differences were observed for the category "learning" (34.9 (6.13) vs. 36.7 (3.89); p = 0.039). For simulation assessment, significantly higher scores for all categories were identified in video-assisted debriefing compared with oral debriefing (p<0.001). There were also significant differences between the oral debriefing versus video-assisted debriefing for the overall score of reflection ability (86.97 (10.55) vs. 90.74 (9.67); p=0.028) as well as for the category "reflective communication" (24.72 (3.77) vs 26.04 (4.07); p=0.047). Perceived satisfaction was significantly higher in the video-assisted debriefing group compared with oral debriefing group (p <0.001). For anxiety, no significant differences were observed between debriefing groups. CONCLUSION Video-assisted debriefing after a simulated clinical session improves debriefing experience, simulation assessment, reflection and simulation satisfaction, but does not increase anxiety compared with oral debriefing among health sciences students.
Collapse
Affiliation(s)
- Blanca Rueda-Medina
- Department of Nursing, Faculty of Health Sciences, University of Granada, Granada 18016, Spain; Instituto de Investigación Biosanitaria ibs. GRANADA, Granada, Spain
| | - José Carlos Reina-Cabello
- Functional Area of Health and Social Policy, Subdelegation of the Government of Almería, Almería, Spain
| | - Miriam Buendía-Castro
- Department of Translation and Interpreting, Faculty of Translation and Interpreting, University of Granada, Granada 18003, Spain
| | - María Encarnación Aguilar-Ferrándiz
- Instituto de Investigación Biosanitaria ibs. GRANADA, Granada, Spain; Department of Physical Therapy, Faculty of Health Sciences, University of Granada, Granada 18016, Spain
| | - Rocío Gil-Gutiérrez
- Department of Nursing, Faculty of Health Sciences, University of Granada, Granada 18016, Spain; Instituto de Investigación Biosanitaria ibs. GRANADA, Granada, Spain; Sport and Health University Research Institute (iMUDS), University of Granada, Granada 18016, Spain.
| | - Rosa María Tapia-Haro
- Instituto de Investigación Biosanitaria ibs. GRANADA, Granada, Spain; Department of Physical Therapy, Faculty of Health Sciences, University of Granada, Granada 18016, Spain
| | - Antonio Casas-Barragán
- Instituto de Investigación Biosanitaria ibs. GRANADA, Granada, Spain; Department of Physical Therapy, Faculty of Health Sciences, University of Granada, Granada 18016, Spain
| | - María Correa-Rodríguez
- Department of Nursing, Faculty of Health Sciences, University of Granada, Granada 18016, Spain; Instituto de Investigación Biosanitaria ibs. GRANADA, Granada, Spain
| |
Collapse
|
2
|
Stefanidis D, Cook D, Kalantar-Motamedi SM, Muret-Wagstaff S, Calhoun AW, Lauridsen KG, Paige JT, Lockey A, Donoghue A, Hall AK, Patocka C, Palaganas J, Gross IT, Kessler D, Vermylen J, Lin Y, Aebersold M, Chang TP, Duff J, Kolbe M, Rutherford-Hemming T, Decker S, Collings A, Toseef Ansari M. Society for Simulation in Healthcare Guidelines for Simulation Training. Simul Healthc 2024; 19:S4-S22. [PMID: 38240614 DOI: 10.1097/sih.0000000000000776] [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
BACKGROUND Simulation has become a staple in the training of healthcare professionals with accumulating evidence on its effectiveness. However, guidelines for optimal methods of simulation training do not currently exist. METHODS Systematic reviews of the literature on 16 identified key questions were conducted and expert panel consensus recommendations determined using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) methodology. OBJECTIVE These evidence-based guidelines from the Society for Simulation in Healthcare intend to support healthcare professionals in decisions on the most effective methods for simulation training in healthcare. RESULTS Twenty recommendations on 16 questions were determined using GRADE. Four expert recommendations were also provided. CONCLUSIONS The first evidence-based guidelines for simulation training are provided to guide instructors and learners on the most effective use of simulation in healthcare.
Collapse
Affiliation(s)
- Dimitrios Stefanidis
- From the Department of Surgery (D.S., S.-M.K.-M.), Indiana University School of Medicine, Indianapolis, IN; Department of Internal Medicine (D.C.), Mayo Clinic, Rochester, MN; Department of Surgery (S.M.-W.), Emory University, Atlanta, GA; Department of Pediatrics (A.W.C.), University of Louisville School of Medicine and Norton Children's Medical Group, Louisville, KY; Department of Medicine (K.G.L.), Randers Regional Hospital, Randers, Denmark; Research Center for Emergency Medicine (K.G.L.), Aarhus University, Aarhus, Denmark; Department of Surgery (J.T.P.), LSU Health New Orleans School of Medicine, New Orleans, LA; Emergency Department (A.L.), Calderdale and Huddersfield NHS Trust, Halifax; School of Human and Health Sciences (A.L.), University of Huddersfield, Huddersfield, UK; Critical Care Medicine and Pediatrics (A.D.), University of Pennsylvania Perelman School of Medicine, Philadelphia, PA; Department of Emergency Medicine (A.K.H.), University of Ottawa, Ottawa, Ontario, Canada; Department of Emergency Medicine (C.P.), Cumming School of Medicine University of Calgary, Calgary, AB, Canada; Department of Health Professions Education (J.P.), School of Healthcare Leadership, MGH Institute of Health Professions, Boston, MA; Department of Pediatrics (I.T.G.), Section of Emergency Medicine, Yale University, New Haven, CT; Department of Emergency Medicine (D.K.), Columbia University Vagelos College of Physicians and Surgeons, New York, NY,; Department of Medicine and Medical Education (J.V.), Feinberg School of Medicine, Northwestern University, Chicago, IL; KidSIM Simulation Research Program (Y.L.), Alberta Children's Hospital, Calgary, Canada; University of Michigan School of Nursing (M.A.), Ann Arbor, MI; Las Madrinas Simulation Center, Children's Hospital (T.C.), University South California, Los Angeles, CA; Department of Pediatrics (J.D.), University of Alberta, Edmonton, Alberta, Canada; Simulation Center (M.K.), University Hospital Zurich, ETH Zurich, Switzerland; Department of Nursing (T.R.-H.), University of North Carolina, Chapel Hill, NC; Department of Nursing (S.D.), Texas Tech University Health Sciences Center, Lubbock, TX; Department of Surgery (A.C.), University of Louisville, Louisville, KY; and Independent Methodologist (M.T.A.), Ottawa, Ontario, Canada
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
Collapse
|
3
|
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.
Collapse
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
| | | | | | | | | | | | | | | | | | | |
Collapse
|
4
|
Meguerdichian MJ, Bajaj K, Walker K. Fundamental underpinnings of simulation education: describing a four-component instructional design approach to healthcare simulation fellowships. Adv Simul (Lond) 2021; 6:18. [PMID: 33975648 PMCID: PMC8112024 DOI: 10.1186/s41077-021-00171-3] [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: 09/07/2020] [Accepted: 04/29/2021] [Indexed: 11/12/2022] Open
Abstract
Although in 2020, there are more than 120 healthcare simulation fellowships established globally, there is a paucity of literature on how to design fellowship programs most effectively, to equip graduates with the knowledge, skills, and attitudes of a competent simulation educator. Offering a systematic structure to approach simulation fellowship programmatic design may aid in better achieving program goals. In this manuscript, we present the application of the 4-component instructional design model as a blueprint to the development of Simulation Education Fellowships. We offer examples used at the NYC Health + Hospitals simulation fellowship to illustrate how the 4-component model informs fellowship program design which promotes the development of a simulation educator. This manuscript will provide a roadmap to designing curricula and assessment practices including self-reflective logbooks to focus the path toward achieving desired skills and shape future conversations around programmatic development.
Collapse
Affiliation(s)
- Michael J. Meguerdichian
- Department of Emergency Medicine, Harlem Hospital Center, NYC Health + Hospitals Simulation Center, Columbia University School of Medicine, New York, NY USA
- NYC Health + Hospitals Simulation Center, Bronx, NY USA
| | - Komal Bajaj
- NYC Health + Hospitals Simulation Center, Bronx, NY USA
- Quality & Safety, NYC Health + Hospitals/Jacobi, Albert Einstein School of Medicine, Bronx, NY USA
| | - Katie Walker
- NYC Health + Hospitals Simulation Center, Bronx, NY USA
| |
Collapse
|
5
|
Using Clinical Simulations to Train Healthcare Professionals to Use Electronic Health Records: A Literature Review. Comput Inform Nurs 2020; 38:551-561. [PMID: 32520783 DOI: 10.1097/cin.0000000000000631] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Unintended consequences are adverse events directly related to information technology and may result from inappropriate use of electronic health records by healthcare professionals. Electronic health record competency training has historically used didactic lectures with hands-on experience in a live classroom, and this method fails to teach learners proficiency because the sociotechnical factors that are present in real-world settings are excluded. Additionally, on-the-job training to gain competency can impair patient safety because it distracts clinicians from patient care activities. Clinical simulation-based electronic health record training allows learners to acquire technical and nontechnical skills in a safe environment that will not compromise patient safety. The purpose of this literature review was to summarize the current state-of-the-science on the use of clinical simulations to train healthcare professionals to use electronic health records. The benefits of using simulation-based training that incorporates an organization's contextual factors include improvement of interdisciplinary team communication, clinical performance, clinician-patient-technology communication skills, and recognition of patient safety issues. Design considerations for electronic health record training using clinical simulations involve establishing course objectives, identifying outcome measures, establishing content requirements of both the clinical simulation and electronic health record, and providing adequate debriefing.
Collapse
|
6
|
Wilbanks BA, McMullan S, Watts PI, White T, Moss J. Comparison of Video-Facilitated Reflective Practice and Faculty-Led Debriefings. Clin Simul Nurs 2020. [DOI: 10.1016/j.ecns.2019.12.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
7
|
Nascimento JDSG, Oliveira JLGD, Alves MG, Braga FTMM, Góes FDSND, Dalri MCB. Debriefing methods and techniques used in nursing simulation. ACTA ACUST UNITED AC 2020; 41:e20190182. [PMID: 32294726 DOI: 10.1590/1983-1447.2020.20190182] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2019] [Accepted: 08/27/2019] [Indexed: 11/22/2022]
Abstract
OBJECTIVE To identify in the literature methods and techniques of debriefing used in teaching and learning in nursing simulation. METHODS Integrative review of PubMed/MEDLINE®, LILACS, Scopus and CINAHL® databases, with the descriptors "nursing", "nursing education", respective terms in English and Spanish, and the keyword "debriefing". Twelve primary studies, in Portuguese, English and Spanish, from January 2008 to December 2018 were included. Qualitative analysis was used to categorize the domains. RESULTS The identified meaningful learning methods were based on principles of transfer of learning; model of clinical reasoning, interprofessional, with good judgment and structured and self-debriefing techniques, oral, eye-tracking, video-assisted and written debriefing. CONCLUSIONS The structured method and the oral technique with video were outstanding. One method was not superior to the other but effective for a particular proposal. No national studies have been found. Research should be conducted on the effectiveness of nursing debriefing methods and techniques.
Collapse
|
8
|
Lee J, Lee H, Kim S, Choi M, Ko IS, Bae J, Kim SH. Debriefing methods and learning outcomes in simulation nursing education: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2020; 87:104345. [PMID: 32135455 DOI: 10.1016/j.nedt.2020.104345] [Citation(s) in RCA: 66] [Impact Index Per Article: 16.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2019] [Revised: 11/21/2019] [Accepted: 01/12/2020] [Indexed: 05/16/2023]
Abstract
OBJECTIVES Simulation can serve as an effective educational method to provide experience and opportunities to learn about the nursing management of clinical cases in a secure environment. Numerous debriefing methods have been used in simulation in nurse education to improve clinical competencies and learning outcomes. However, there is insufficient evidence to identify the debriefing methods that are most effective in improving learning outcomes. In this systematic review and meta-analysis, the focus is on debriefing methods and learning outcomes in simulation in nurse education. DESIGN This systematic review was conducted according to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement. DATA SOURCES Studies published from January 1995 to December 2016 were identified from PubMed, Embase, MEDLINE, PsycINFO, Web of Science, CINAHL, the Cochrane Library, and Korean databases. REVIEW METHODS Experimental studies that used debriefing methods in simulation in nurse education were included as review studies. Studies that used identical validated measurement tools were included in the meta-analysis. We applied a random-effects model with subgroups. Effect sizes for learning outcomes according to debriefing methods were calculated using standardized mean differences. RESULTS A total of 18 studies were selected through systematic review and 7 studies were included in the meta-analysis using four types of scales measuring learning outcomes after debriefing. The overall effect size of the learning outcomes, according to the type of debriefing method, was 0.31. The results regarding debriefing methods were statistically non-significant in the learning outcomes (95% CI [-0.33-0.96], Z = 0.95, p = 0.34). A symmetric shape indicated a lack of publication bias. CONCLUSIONS The study findings indicated that structured debriefing helped to improve learning. Future studies are needed to provide effective debriefing strategies with larger sample sizes.
Collapse
Affiliation(s)
- JuHee Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, 510 College of Nursing, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - Hyejung Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, 605 College of Nursing, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - Sue Kim
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, 601 College of Nursing, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - Mona Choi
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, 515 College of Nursing, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - Il Sun Ko
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, 508 College of Nursing, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - JuYeon Bae
- College of Nursing, Yonsei University, 306 College of Nursing, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea.
| | - Sung Hae Kim
- College of Nursing, Yonsei University, 402 College of Nursing, Yonsei-ro 50, Seodaemun-gu, Seoul 03722, Republic of Korea.
| |
Collapse
|
9
|
Gomes ATDL, Salvador PTCDO, Goulart CF, Cecilio SG, Bethony MFG. Innovative Methodologies to Teach Patient Safety in Undergraduate Nursing: Scoping Review. AQUICHAN 2020. [DOI: 10.5294/aqui.2020.20.1.8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Objective: This work sought to identify the innovative methodologies used to teach patient safety in undergraduate Nursing.
Materials and method: this is a scoping review conducted according to the recommendations by the Joanna Briggs Institute Reviewers’ Manual, through the databases: Medline/PubMed, Cumulative Index of Nursing and Allied Health, Scopus, Web of Science, Education Resources Information Center, Latin American and Caribbean Literature on Health Sciences, Catálogo de Tesis de la Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, The National Library of Australia’s Academic Archive Online, Digital Access to Research Theses Europe E-Theses Portal, Electronic Theses Online Service, Repositório Científico de Acesso Aberto de Portugal, National ETD Portal, and Theses Canada.
Results: the study included 19 studies, most of descriptive type (n = 8; 42.1 %) and quasi-experimental (n = 7; 36.8 %) with quantative approach (n = 11; 57.9 %), conducted in the United States (n = 4; 21.1 %), in 2013 (n = 4; 21.1 %) and 2017 (n = 4; 21.1 %). The innovative methodologies used to teach patient safety in undergraduate Nursing that were highlighted included the scenario of the care practice simulated in the laboratory (n = 14; 73.7 %) and educational videos (n = 7; 36.8 %).
Conclusions: it was identified that innovative methodologies used to teach patient safety in undergraduate Nursing were simulation, videos, staging/role playing, and films, all applied in the classroom teaching modality.
Collapse
|
10
|
Perceptions of video-facilitated debriefing in simulation education among nursing students: Findings from a Q-methodology study. J Prof Nurs 2020; 36:62-69. [DOI: 10.1016/j.profnurs.2019.08.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2019] [Revised: 08/14/2019] [Accepted: 08/16/2019] [Indexed: 01/09/2023]
|
11
|
Alhaj Ali A, Miller E, Ballman K, Bakas T, Geis G, Ying J. The impact of debriefing modalities on nurse practitioner students' knowledge and leadership skills in managing fatal dysrhythmias: A pilot study. Nurse Educ Pract 2019; 42:102687. [PMID: 31841811 DOI: 10.1016/j.nepr.2019.102687] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2018] [Revised: 10/29/2019] [Accepted: 12/06/2019] [Indexed: 11/27/2022]
Abstract
Acute care nurse practitioners (ACNPs) require special training and educational preparation to meet their role expectations. Using high fidelity simulation with debriefing modalities is considered one of the innovative learning strategies in graduate nursing. No studies have investigated debriefing modalities in nurse practitioner programs specially ACNPs leadership skills. The purpose of this study was to examine the difference in students' knowledge, code team leader skills and self-efficacy using two debriefing modalities. A two group, pretest-posttest quasi-experimental design was used. Students were divided into video-assisted debriefing group vs. verbal debriefing following a simulation scenario of managing emergency codes. There were no significant differences between the two groups in knowledge acquisition/retention, leadership skills, and self-efficacy, but there was a significant difference in self-efficacy in both groups between two-time points. There was a general improvement in teams' performance. Students preferred verbal debriefing over video-assisted debriefing. The debriefing session plays an important role in graduate nursing education. Acute care nurse practitioners are lacking a formal leadership training to meet their advanced role. Nurse Educators, and simulation/debriefing leaders may benefit from our study results to develop a structured, formal curriculum and educational instruction focusing on acute care nurse practitioners' role change especially leading a resuscitation team.
Collapse
Affiliation(s)
- Abeer Alhaj Ali
- University of Cincinnati, College of Nursing, OH,USA, 4587 Wyndtree Drive #122, West Chester, OH, 45069, USA.
| | - Elaine Miller
- Professor of Nursing. University of Cincinnati, College of Nursing. Cincinnati, Ohio, 45221-0038, USA.
| | - Kathleen Ballman
- Associate Professor of Clinical Nursing. University of Cincinnati, College of Nursing. 3110 Vine Street Cincinnati, Ohio, 45221, USA.
| | - Tamilyn Bakas
- Professor and Jane E.Procter Endowed Chair. University of Cincinnati, College of Nursing.3110 Vine Street, Cincinnati, OH, 45221-0038, USA.
| | - Gary Geis
- Center for Simulation and Research Attending Physician, Division of Emergency Medicine, Cincinnati Children's Hospital Medical Center, University of Cincinnati Department of Pediatrics, 3333 Burnet Avenue, Cincinnati, OH, 45229-3026, USA.
| | - Jun Ying
- Professor of Biostatistics and Director of the Masters of Public Health Program Department of Environmental Health, University of Cincinnati College of Medicine.Kettering Lab Building G06 Cincinnati, OH, 45267-0056, USA.
| |
Collapse
|
12
|
Learning Impacts of Pretraining Video-Assisted Debriefing With Simulated Errors or Trainees' Errors in Medical Students in Basic Life Support Training: A Randomized Controlled Trial. Simul Healthc 2019; 14:372-377. [PMID: 31652180 DOI: 10.1097/sih.0000000000000391] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/05/2023]
Abstract
BACKGROUND Previous studies demonstrated that pretraining video-assisted debriefing (VAD) with trainees' errors (TE) videotaped in a skills pretest improved skill learning of basic life support (BLS). However, conducting a pretest and preparing TE video examples is resource intensive. Exposing individual trainee's errors to peers might be a threat to learners' psychological safety. We hypothesized pretraining VAD with simulated errors (SE, performed by actors) might have the same beneficial effect on skills learning as pretraining VAD with TE, but avoid drawbacks of TE. METHODS Three hundred twenty-two third-year medical students were randomized into 3 groups (the control [C], TE, SE). A videotaped BLS skills pretest was conducted in 3 groups. Then, group C received traditional training with concurrent feedback. Video-assisted debriefing with TE in the pretest or SE was delivered in groups TE or SE, respectively, followed by BLS training without any feedback. Basic life support skills were retested 1 week later (posttest). Students completed a survey to express their preference to TE or SE for VAD in the future. RESULTS Higher BLS skills scores were observed in groups TE (85.7 ± 7.0) and SE (86.8 ± 7.5) in the posttest, compared with group C (68.7 ± 13.3, P < 0.001). No skills difference was observed between group TE and SE in the posttest. More trainees (65.8%) preferred SE for VAD. CONCLUSIONS Pretraining VAD with SE had an equivalent beneficial effect as VAD with TE on BLS skills learning in medical students. More trainees preferred SE for VAD with regard to psychological safety.
Collapse
|
13
|
Non-technical skills: a review of training and evaluation in urology. World J Urol 2019; 38:1653-1661. [PMID: 31529246 PMCID: PMC7303051 DOI: 10.1007/s00345-019-02920-6] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2019] [Accepted: 08/20/2019] [Indexed: 01/06/2023] Open
Abstract
PURPOSE With non-technical skills (NTS) deficits being recognised as a major cause for error in surgery, there is an increasing interest in their training and evaluation. A growing number of training courses are emerging and some NTS curricula have also been created. Many different training methods are described in the literature but there is still uncertainty with regards to their optimum combination within a curriculum. METHODS A literature review of the electronic database Medline was performed. All articles published before December 2018 were screened by abstract and included if deemed relevant by the author. The included articles' reference lists were also screened for further relevant studies. RESULTS Simulation training is accepted as the most effective way to train NTS. Within simulation training, it is shown that the 'igloo' full immersion/distributed simulation environment is appropriate for teaching NTS in urological scenarios where a designated operating room or space is not available. The use of multiple settings, for example wards and clinics as well as the operating room, is advantageous, as is training in an interprofessional team. Classroom teaching also plays a role in NTS training as an adjunct to simulation, with evidence that it improves some parameters of NTS. All levels, including qualified surgeons, benefit from NTS training; however, adaptation to both trainee level and specialty is important. Although less time consuming, training juniors and seniors together mainly benefits juniors, and training NTS at the same time as technical skills detracts from the quality of teaching. Debriefing is an important part of training and should be well structured; there are many debriefing models in existence, allowing for choice of method based on examiner preference and participant demographic. Furthermore, examiners should be well briefed in their task and trained in NTS assessment. CONCLUSION To move forward, studies should combine tried and tested learning techniques into a curriculum covering all training levels, which should then be validated and followed up long term to ensure a positive impact on patient safety.
Collapse
|
14
|
Bae J, Lee J, Jang Y, Lee Y. Development of simulation education debriefing protocol with faculty guide for enhancement clinical reasoning. BMC MEDICAL EDUCATION 2019; 19:197. [PMID: 31185972 PMCID: PMC6560888 DOI: 10.1186/s12909-019-1633-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2018] [Accepted: 05/24/2019] [Indexed: 06/03/2023]
Abstract
BACKGROUND The clinical environments are more complex, diverse and rapidly changing. Patients' conditions were chronic and complexed, healthcare providers require clinical reasoning for patient safety care. One of the learning methods to foster clinical reasoning is simulation education. The aim of this study was to develop a simulation education debriefing protocol that can improve clinical reasoning. METHODS This study was conducted following steps. For the first step, the literature review was performed to constitute a preliminary debriefing protocol. Secondly, content validity was evaluated by five simulation learning experts. Thirdly, in-depth interview was conducted to re-examine content validity with education experts. Finally, the final debriefing protocol was applied to 7 undergraduate nursing students to examine feasibility of the protocol. RESULTS The protocol consisted of debriefing steps, learning outcome, clinical reasoning attributes, core questions and guideline for instructor. Results of applicability of debriefing protocol represented that participants mentioned their reasoning competency was improved and understood the overall flow of reasoning. CONCLUSIONS The debriefing protocol is important to educate healthcare providers 'clinical reasoning. It would be able to contribute to develop healthcare providers' clinical competencies.
Collapse
Affiliation(s)
- Juyeon Bae
- College of Nursing, Yonsei University, Seoul, Korea
| | - JuHee Lee
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, 510 College of Nursing, Yonsei-ro 50, Seodaemun-gu, Seoul, 03722 Korea
| | - Yeonsoo Jang
- Mo-Im Kim Nursing Research Institute, College of Nursing, Yonsei University, 505 College of Nursing, Yonsei-ro 50, Seodaemun-gu, Seoul, 03722 Korea
| | - Yoonju Lee
- College of Nursing, Pusan National University, Gyeongsangnam-do, Korea
| |
Collapse
|
15
|
Effectiveness of Video-Assisted Debriefing in Simulation-Based Health Professions Education. Nurse Educ 2019; 44:E1-E6. [DOI: 10.1097/nne.0000000000000562] [Citation(s) in RCA: 33] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/25/2022]
|
16
|
Pastor Junior ADA, Tavares CMDM. Literature review of audiovisual practices in Nursing education. Rev Bras Enferm 2019; 72:190-199. [DOI: 10.1590/0034-7167-2017-0890] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Accepted: 06/08/2018] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to carry out a literature review to characterize the production in the Nursing area about the use of movies and videos in Nursing education, related to underlying communication assumptions and contents taught. Method: integrative bibliographic review carried out in the PUBMED databases, CAPES journal portal, and SCIELO online library, with studies from 2007 to 2016. Results: 36 articles were included, in which audiovisual resources are part of the research subject. There are predominance of validation and effectiveness studies, in which audiovisual resources are used mostly as a reproduction of reality, mainly to develop clinical skills, with the purpose of illustrating procedures or bringing students closer to real contexts of action. Final considerations: the results point to a weak theoretical support of most of the studies. It is suggested that more empirical research be conducted to offer more consistent contributions to Nursing teaching.
Collapse
|
17
|
Johnston S, Coyer FM, Nash R. Kirkpatrick's Evaluation of Simulation and Debriefing in Health Care Education: A Systematic Review. J Nurs Educ 2018; 57:393-398. [PMID: 29958308 DOI: 10.3928/01484834-20180618-03] [Citation(s) in RCA: 68] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2017] [Accepted: 02/09/2018] [Indexed: 01/09/2023]
Abstract
BACKGROUND Simulation is an integral component of health care education. Research suggests a positive relationship between simulation and learning outcomes. Kirkpatrick's framework is a four-level model based on the premise that learning resulting from training programs can be classified into four levels: reaction, learning, behavior, and results. Evaluation of educational impact provides valuable feedback to educators that may assist with development and improvement of teaching methods. METHOD This review is based on the PRISMA guidelines for conducting a systematic review. Inclusion criteria included articles (a) written in the English language, (b) published between 2000 and 2016, (c) describing a debriefing intervention after high-fidelity patient simulation, and (d) based in health care. RESULTS Thirteen studies met criteria for inclusion in the review. CONCLUSION Results indicated a paucity of studies at the highest levels of evaluation, indicating an area where future research is needed to assist with the development and improvement of simulation education. [J Nurs Educ. 2018;57(7):393-398.].
Collapse
|
18
|
Endacott R, Gale T, O’Connor A, Dix S. Frameworks and quality measures used for debriefing in team-based simulation: a systematic review. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2018; 5:61-72. [PMID: 35519834 PMCID: PMC8936997 DOI: 10.1136/bmjstel-2017-000297] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2017] [Accepted: 07/26/2018] [Indexed: 11/03/2022]
Abstract
Objectives The skill of the debriefer is known to be the strongest independent predictor of the quality of simulation encounters yet educators feel underprepared for this role. The aim of this review was to identify frameworks used for debriefing team-based simulations and measures used to assess debriefing quality. Methods We systematically searched PubMed, CINAHL, MedLine and Embase databases for simulation studies that evaluated a debriefing framework. Two reviewers evaluated study quality and retrieved information regarding study methods, debriefing framework, outcome measures and debriefing quality. Results A total of 676 papers published between January 2003 and December 2017 were identified using the search protocol. Following screening of abstracts, 37 full-text articles were assessed for eligibility, 26 studies met inclusion criteria for quality appraisal and 18 achieved a sufficiently high-quality score for inclusion in the evidence synthesis. A debriefing framework was used in all studies, mostly tailored to the study. Impact of the debrief was measured using satisfaction surveys (n=11) and/or participant performance (n=18). Three themes emerged from the data synthesis: selection and training of facilitators, debrief model and debrief assessment. There was little commonality across studies in terms of participants, experience of faculty and measures used. Conclusions A range of debriefing frameworks were used in these studies. Some key aspects of debrief for team-based simulation, such as facilitator training, the inclusion of a reaction phase and the impact of learner characteristics on debrief outcomes, have no or limited evidence and provide opportunities for future research particularly with interprofessional groups.
Collapse
Affiliation(s)
- Ruth Endacott
- School of Nursing and Midwifery, Plymouth University, Plymouth, UK
- School of Nursing and Midwifery, Monash University, Frankston, Victoria, Australia
| | - Thomas Gale
- Collaboration for the Advancement of Medical Education Research and Assessment, Plymouth University Peninsula Schools of Medicine and Dentistry, Plymouth, UK
- Department of Anaesthesia, University Hospitals Plymouth NHS Trust, Plymouth, UK
| | - Anita O’Connor
- School of Nursing and Midwifery, Plymouth University, Plymouth, UK
| | - Samantha Dix
- School of Nursing and Midwifery, Monash University, Frankston, Victoria, Australia
| |
Collapse
|
19
|
Miller ET, Farra S, Simon A. Asynchronous Online Debriefing with Health Care Workers: Lessons Learned. Clin Simul Nurs 2018. [DOI: 10.1016/j.ecns.2018.04.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
|
20
|
Ali AA, Miller ET. Effectiveness of Video-Assisted Debriefing in Health Education: An Integrative Review. J Nurs Educ 2018; 57:14-20. [DOI: 10.3928/01484834-20180102-04] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2017] [Accepted: 08/02/2017] [Indexed: 11/20/2022]
|
21
|
Ostovar S, Allahbakhshian A, Gholizadeh L, Dizaji SL, Sarbakhsh P, Ghahramanian A. Comparison of the effects of debriefing methods on psychomotor skills, self-confidence, and satisfaction in novice nursing students: A quasi-experimental study. J Adv Pharm Technol Res 2018; 9:107-112. [PMID: 30338237 PMCID: PMC6174699 DOI: 10.4103/japtr.japtr_291_18] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
Oral debriefing (OD) and video-assisted debriefing (VAD) are commonly used debriefing methods, with no evidence of superiority of one to another. The present study aimed to compare the effects of OD and VAD on the development of learning outcomes in nursing students. This is a quasi-experimental study. A total of 50 first-year nursing students participated in this study. Participants in the control group participated in OD and those in the intervention group took part in VAD. Debriefing improved psychomotor skills, self-confidence, and student satisfaction in both groups. There was no statistically significant difference between OD and VAD in the study outcomes. Both OD and VAD methods have significantly positive impact on simulation outcomes and can increase preparedness of nursing students before entering the clinical settings. Given the widespread use of simulation, more studies are needed to evaluate different methods of debriefing to optimize the usefulness of simulation-based learning.
Collapse
Affiliation(s)
- Shahriar Ostovar
- Department of Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Atefeh Allahbakhshian
- Department Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | | | - Sima Lak Dizaji
- Department Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Parvin Sarbakhsh
- Department of Statistics and Epidemiology, Faculty of Biostatistics, School of Public Health, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Akram Ghahramanian
- Department Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| |
Collapse
|
22
|
Miranda RPR, de Cássia Lopes Chaves É, Silva Lima R, Braga CG, Simões IAR, Fava SMCL, Iunes DH. The effectiveness of a simulated scenario to teach nursing students how to perform a bed bath: A randomized clinical trial. NURSE EDUCATION TODAY 2017; 57:17-23. [PMID: 28686959 DOI: 10.1016/j.nedt.2017.06.008] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2016] [Revised: 05/25/2017] [Accepted: 06/15/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Simulation allows students to develop several skills during a bed bath that are difficult to teach only in traditional classroom lectures, such as problem-solving, student interactions with the simulator (patient), reasoning in clinical evaluations, evaluation of responses to interventions, teamwork, communication, security and privacy. OBJECTIVES This study aimed to evaluate the effectiveness of a simulated bed bath scenario on improving cognitive knowledge, practical performance and satisfaction among nursing students. DESIGN Randomized controlled clinical trial. SETTING Nursing students that were in the fifth period from two educational institutions in Brazil. PARTICIPANTS Nursing students (n=58). METHOD The data were collected using the assessments of cognitive knowledge, practical performance and satisfaction were made through a written test about bed baths, an Objective Structured Clinical Examination (OSCE) and a satisfaction questionnaire. RESULTS We identified that the acquisition and assimilation of cognitive knowledge was significantly higher in the simulation group (p=0.001). The performance was similar in both groups regardless of the teaching strategy (p=0.435). At follow-up, the simulation group had significantly more satisfaction with the teaching method than the control group (p=0.007). CONCLUSION The teaching strategy based on a simulated scenario of a bed bath proved to be effective for the acquisition of cognitive knowledge regarding bed baths in clinical practice and improved student satisfaction with the teaching process.
Collapse
|
23
|
A National Survey on the Use of Immersive Simulation for Interprofessional Education in Physical Therapist Education Programs. ACTA ACUST UNITED AC 2017; 12:298-303. [DOI: 10.1097/sih.0000000000000231] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
24
|
Roh YS, Jang KI. Survey of factors influencing learner engagement with simulation debriefing among nursing students. Nurs Health Sci 2017; 19:485-491. [PMID: 28851087 DOI: 10.1111/nhs.12371] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2016] [Revised: 06/15/2017] [Accepted: 06/16/2017] [Indexed: 11/30/2022]
Abstract
Simulation-based education has escalated worldwide, yet few studies have rigorously explored predictors of learner engagement with simulation debriefing. The purpose of this cross-sectional, descriptive survey was to identify factors that determine learner engagement with simulation debriefing among nursing students. A convenience sample of 296 Korean nursing students enrolled in the simulation-based course completed the survey. A total of five instruments were used: (i) Characteristics of Debriefing; (ii) Debriefing Assessment for Simulation in Healthcare - Student Version; (iii) The Korean version of the Simulation Design Scale; (iv) Communication Skills Scale; and (v) Clinical-Based Stress Scale. Multiple regression analysis was performed using the variables to investigate the influencing factors. The results indicated that influencing factors of learning engagement with simulation debriefing were simulation design, confidentiality, stress, and number of students. Simulation design was the most important factor. Video-assisted debriefing was not a significant factor affecting learner engagement. Educators should organize and conduct debriefing activities while considering these factors to effectively induce learner engagement. Further study is needed to identify the effects of debriefing sessions targeting learners' needs and considering situational factors on learning outcomes.
Collapse
Affiliation(s)
- Young Sook Roh
- Red Cross College of Nursing, Chung-Ang University, Seoul, South Korea
| | - Kie In Jang
- Department of Nursing, Kyungbok University, Gyeonggi-do, South Korea
| |
Collapse
|
25
|
Beaird G, Nye C, Thacker LR. The Use of Video Recording and Standardized Patient Feedback to Improve Communication Performance in Undergraduate Nursing Students. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2016.12.005] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
26
|
|
27
|
Austin N, Goldhaber-Fiebert S, Daniels K, Arafeh J, Grenon V, Welle D, Lipman S. Building Comprehensive Strategies for Obstetric Safety. Anesth Analg 2016; 123:1181-1190. [DOI: 10.1213/ane.0000000000001601] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
|
28
|
The Promoting Excellence and Reflective Learning in Simulation (PEARLS) Approach to Health Care Debriefing: A Faculty Development Guide. Clin Simul Nurs 2016. [DOI: 10.1016/j.ecns.2016.05.002] [Citation(s) in RCA: 51] [Impact Index Per Article: 6.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
|