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Kumar P, Somerville S. Exploring in-person self-led debriefings for groups of learners in simulation-based education: an integrative review. Adv Simul (Lond) 2024; 9:5. [PMID: 38229166 PMCID: PMC10790376 DOI: 10.1186/s41077-023-00274-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: 07/05/2023] [Accepted: 12/10/2023] [Indexed: 01/18/2024] Open
Abstract
BACKGROUND Facilitator-led debriefings are well-established for debriefing groups of learners in immersive simulation-based education. However, there has been emerging interest in self-led debriefings whereby individuals or groups of learners conduct a debriefing themselves, without the presence of a facilitator. How and why self-led debriefings influence debriefing outcomes remains undetermined. RESEARCH AIM The aim of this study was to explore how and why in-person self-led debriefings influence debriefing outcomes for groups of learners in immersive simulation-based education. METHODS An integrative review was conducted, searching seven electronic databases (PubMed, Cochrane, Embase, ERIC, SCOPUS, CINAHL Plus, PsychINFO) for peer-reviewed empirical studies investigating in-person self-led debriefings for groups of learners. Data were extracted, synthesised, and underwent reflexive thematic analysis. RESULTS Eighteen empirical studies identified through the search strategy were included in this review. There was significant heterogeneity in respect to study designs, aims, contexts, debriefing formats, learner characteristics, and data collection instruments. The synthesised findings of this review suggest that, across a range of debriefing outcome measures, in-person self-led debriefings for groups of learners following immersive simulation-based education are preferable to conducting no debriefing at all. In certain cultural and professional contexts, such as postgraduate learners and those with previous debriefing experience, self-led debriefings can support effective learning and may provide equivalent educational outcomes to facilitator-led debriefings or self-led and facilitator-led combination strategies. Furthermore, there is some evidence to suggest that self-led and facilitator-led combination approaches may optimise participant learning, with this approach warranting further research. Reflexive thematic analysis of the data revealed four themes, promoting self-reflective practice, experience and background of learners, challenges of conducting self-led debriefings and facilitation and leadership. Similar to facilitator-led debriefings, promoting self-reflective practice within groups of learners is fundamental to how and why self-led debriefings influence debriefing outcomes. CONCLUSIONS In circumstances where simulation resources for facilitator-led debriefings are limited, self-led debriefings can provide an alternative opportunity to safeguard effective learning. However, their true value within the scope of immersive simulation-based education may lie as an adjunctive method alongside facilitator-led debriefings. Further research is needed to explore how to best enable the process of reflective practice within self-led debriefings to understand how, and in which contexts, self-led debriefings are best employed and thus maximise their potential use.
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Affiliation(s)
- Prashant Kumar
- Department of Medical Education, NHS Greater Glasgow & Clyde, Glasgow, Scotland, UK.
- School of Medicine, Dentistry & Nursing, University of Glasgow, University Avenue, Glasgow, G12 8QQ, Scotland, UK.
| | - Susan Somerville
- Centre for Medical Education & Dundee Institute for Healthcare Simulation, School of Medicine, University of Dundee, Dundee, Scotland, UK
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Bloch C, Selberg H, Markussen ALR, Fuglsang S, Bendtsen AK, Degn L. Simulation design - peer-to-peer training as preparation for full-scale scenarios. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2022-0120. [PMID: 38896004 DOI: 10.1515/ijnes-2022-0120] [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: 10/27/2022] [Accepted: 06/03/2024] [Indexed: 06/21/2024]
Abstract
OBJECTIVES Design of simulation training can have important implications for learning outcomes. This paper describes a pilot simulation training program for baccalaureate nursing students that includes intensive preparations, peer-to-peer skills training (P2P), prior to full-scale scenario training. METHODS A quality improvement analysis of a large scale experimental, mixed methods study. The project describes the design, analysis, and potential effects of a simulation education program containing P2P for third year nursing students (163 in treatment; 148 in control, n=311). RESULTS The intervention group was found to be significantly more confident in both technical and non-technical nursing skills. Results suggest that the addition of P2P training may have a direct positive impact and increase the impact on full-scale simulations and debriefing. CONCLUSIONS Enhanced focus on preparation activities prior to full-scale scenarios, including the use of P2P training methods are advocated.
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Affiliation(s)
- Carter Bloch
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
| | - Hanne Selberg
- Department of Nursing and Nutrition, University College Copenhagen, Copenhagen, Denmark
| | - Anne-Lene R Markussen
- Department of Nursing and Nutrition, University College Copenhagen, Copenhagen, Denmark
| | - Simon Fuglsang
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
| | - Anna-Kathrine Bendtsen
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
| | - Lise Degn
- Danish Centre for Studies in Research and Research Policy (CFA), Department of Political Science, Aarhus University, Aarhus, Denmark
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Christiansen CR, Andersen JV, Dieckmann P. Comparing reflection levels between facilitator-led and student-led debriefing in simulation training for paramedic students. Adv Simul (Lond) 2023; 8:30. [PMID: 38098131 PMCID: PMC10722852 DOI: 10.1186/s41077-023-00273-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2023] [Accepted: 11/19/2023] [Indexed: 12/17/2023] Open
Abstract
BACKGROUND Simulation in healthcare attempts to create relevant representations of patient encounters. It provides experiential learning, bridging typical classroom activities and clinical practice. This study aims to investigate whether the principle of Peer-Assisted Learning can be used in simulation by letting simulation-experienced paramedic students prepare, deliver, and debrief their own simulations, with minimal faculty assistance. This could be a way to support student learning by being involved in teaching, and it might at the same time optimise the cost-effectiveness of simulation-based training. METHODS This observational non-inferiority study compared reflection levels between facilitator-led and student-led simulation and debriefing, between scenario types, and compared the number of turns in which students are involved in both settings. Third-year Bachelor in Paramedic Science students' debriefings were filmed and transcribed. The degree of reflection in students' statements was rated according to a modified version of Fleck's analytical framework of reflection levels, assigning scores from lowest (R0 description) to highest (R4 critical reflection). Facilitator-led and student-led debriefings were compared using chi-square tests. Scenarios were also analysed according to type (paediatric emergencies and complex assessments) regardless of who led the simulation. RESULTS Ten facilitator-led and 12 student-led debriefings were analysed. Students gave 682 (49%) contributions in the facilitator-led debriefings, and 702 (51%) contributions in student-led debriefings. Comparison of reflection levels between facilitator-led and student-led debriefings was respectively: R0-level 32.7% vs 33.8%, R1-level 44.0% vs 44.3%, R2-level 14.7% vs 17.1%, R3-level 0.1% vs 1.3%, and R4-level 0.1% vs 0.1%. There were no statistically significant differences in reflection levels between facilitator-led and student-led debriefings (p = 0.178). Comparing the reflection levels between the scenarios on "paediatric emergencies" and "complex assessments", the results were respectively: R0-level 35.4% vs. 31.7%-level, R1-level 45.3% vs. 43.3%-level, R2-level 13.4% vs. 17.8%, R3-level 0.5% vs. 0.9%, and R4-level 0.0% vs. 0.3%. These differences were statistically significant (p = 0.010). No significant differences in engagement were found between debriefings led by a student or a facilitator, when measuring the number of turns in the conversations. CONCLUSIONS Facilitator-led and student-led debriefings resulted in equivalent reflection levels amongst students. Student-led simulation is potentially a cost-effective supplement to regular simulation within a healthcare degree program. Since complex scenarios provided higher reflection levels than paediatric, scenario design might influence reflection levels.
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Affiliation(s)
- Carl Robert Christiansen
- Department for Prehospital Education and Research, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway.
| | - Jeanette Viggen Andersen
- Department for Prehospital Education and Research, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - Peter Dieckmann
- Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
- Copenhagen Academy for Medical Education and Simulation (CAMES), Center for Human Resources and Education, Herlev and Gentofte Hospital, Herlev, Denmark
- Department of Public Health, Copenhagen University, Copenhagen, Denmark
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Denvir P, Briceland LL. Exploring the Impact of an Innovative Peer Role-Play Simulation to Cultivate Student Pharmacists' Motivational Interviewing Skills. PHARMACY 2023; 11:122. [PMID: 37624077 PMCID: PMC10458726 DOI: 10.3390/pharmacy11040122] [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: 06/16/2023] [Revised: 07/18/2023] [Accepted: 07/27/2023] [Indexed: 08/26/2023] Open
Abstract
Effective patient-centered communication is a foundational skill for student pharmacists, with recent decades broadening the scope of professional responsibilities to include an increased emphasis on empathic communication and motivational interviewing (MI) as tools to support patients' therapeutic adherence. Role-play is a potentially effective pedagogical approach to cultivate these skills, although previous research has identified common shortcomings that can hinder its educational value, particularly in peer role-play with relatively inexperienced learners. The purpose of this study is to describe and provide initial assessment data for an innovative approach to peer role-play that incorporates pedagogical principles to address these common shortcomings. Using a mixed-methods study design that includes instructor-graded rubrics and inductive thematic analysis of student reflections, our findings indicate that students successfully demonstrated a range of important competencies through this experience and perceived it to be both challenging and highly beneficial for their personal and professional development. Among the MI principles and techniques practiced, students performed especially well on expressing empathy and frequently reflected on its importance for future patient care and clinical collaborations. Our findings also suggest that peer engagement through team activities and partnered role-play provides a felicitous context to explore empathic communication together.
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Affiliation(s)
- Paul Denvir
- Department of Population Health Sciences, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA;
| | - Laurie L. Briceland
- Department of Pharmacy Practice, Albany College of Pharmacy and Health Sciences, Albany, NY 12208, USA
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Nakayama N, Ejiri H, Arakawa N, Makino T. Role of peer learning and self-efficacy in parasympathetic activity during the simulation learning process in nursing students. Nurs Open 2023; 10:552-559. [PMID: 36631730 PMCID: PMC9834192 DOI: 10.1002/nop2.1321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2021] [Revised: 05/09/2022] [Accepted: 07/29/2022] [Indexed: 01/16/2023] Open
Abstract
AIMS This study aimed to investigate the stress level, including parasympathetic nervous activity, of students engaged in peer learning during simulations and the role of self-efficacy. DESIGN Observational-comparative study. METHODS The participants were 76 nursing students who were asked to evaluate a stable postoperative patient in Scene 1 and the same patient bleeding in Scene 2. In each scene, the students engaged in phases of repeated individual observations of the patient and discussions with peers. We compared each participant's parasympathetic activity during each observation in Scenes 1 and 2. Furthermore, the self-efficacy score before the simulation was used to divide the participants into 3 groups, and the self-efficacy and parasympathetic activity during the simulation were analysed. RESULTS The participants' parasympathetic activity decreased in both scenes with each phase of repeated observation. Two-way repeated-measures analysis of variance showed no statistically significant difference in parasympathetic activity during simulations among the three self-efficacy groups.
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Affiliation(s)
- Natsuki Nakayama
- Department of Integrated Health Sciences, Graduate School of MedicineNagoya UniversityNagoyaJapan
| | - Harumi Ejiri
- Department of Nursing, College of Life and Health SciencesChubu UniversityKasugaiJapan
| | - Naoko Arakawa
- Department of Nursing, College of Life and Health SciencesChubu UniversityKasugaiJapan
| | - Tsuneko Makino
- Department of Nursing, College of Life and Health SciencesChubu UniversityKasugaiJapan
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Currie J, Thompson C, Grootemaat P, Andersen P, Finnegan A, Carter M, Halcomb E. A scoping review of clinical skill development of preregistration registered nurses in Australia and five other English-speaking countries. J Clin Nurs 2023; 32:283-297. [PMID: 35146817 PMCID: PMC10078692 DOI: 10.1111/jocn.16239] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 01/06/2022] [Accepted: 01/14/2022] [Indexed: 12/14/2022]
Abstract
AIM The aim of this scoping review is to synthesise current evidence around the clinical skill development of preregistration registered nurses (RNs) in Australia, United Kingdom (UK), Ireland, United States (US), Canada and New Zealand, to inform nurse education, policy and clinical practice. BACKGROUND Nursing is a practical profession, and registered nurses require specific skills, knowledge and attributes in order to care for patients safely. The context for health care delivery is shifting, and the education of nurses must adapt to effectively equip the registered nurse of the future. DESIGN A scoping review was conducted of clinical skill development in preregistration nurses. CINAHL Plus, MEDLINE, Health Source (Nursing/Academic edition) and Scopus were searched. Included studies were primary Australian studies and international literature reviews, which focussed on preregistration nursing education. Papers were written in the English language and focussed on clinical skill development. Results were synthesised narratively. The review is reported here in accordance with the Preferred Reporting Items for Systematic Review and Meta-analyses Scoping Review extension (PRISMA-ScR) guidelines. RESULTS One hundred fifty-five Australia studies and 89 international reviews were included in the review. Six key themes were identified, namely clinical skills, approaches to teaching and learning, interprofessional education, assessment of learning, clinical placement and simulation. CONCLUSION There is substantial variation in strategies and programmes to facilitate clinical skill development both within Australia and internationally, indicating a genuine shift away from traditional didactic pedagogy. New graduate registered nurses were expected to be "work-ready," albeit at a novice level, when they enter the workplace. Future research should consider measures of impact on actual clinical practice and focus on developing work-ready graduates for the range of clinical settings in which they may practice. Educators, policymakers and educational institutions can use these findings to inform curriculum developments to ensure that clinical skill development is evidence-based.
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Affiliation(s)
- Jane Currie
- Queensland University of Technology, Kelvin Grove Campus, Brisbane, Queensland, Australia.,Susan Wakil School of Nursing & Midwifery, Faculty of Medicine and Health, University of Sydney, Sydney, New South Wales, Australia
| | - Cristina Thompson
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Pam Grootemaat
- Centre for Health Service Development, Australian Health Services Research Institute, University of Wollongong, New South Wales, Australia
| | - Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology, Hamilton, New Zealand.,School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Queensland, Australia.,School of Nursing, Midwifery and Social Science, CQ University, Queensland, Australia
| | - Alan Finnegan
- University of Chester, Riverside Campus, Chester, UK
| | - Michael Carter
- University of Tennessee Health Science Center, Memphis, Tennessee, USA
| | - Elizabeth Halcomb
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
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Clarke D, Williamson G, Stebbings A. A Systematic Review and Narrative Synthesis of the Effectiveness of Peer- versus Faculty-led Simulation for Clinical Skills Acquisition in Undergraduate Student Nurses. MSc Project Findings. Open Nurs J 2021. [DOI: 10.2174/1874434602115010273] [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
Background:
Clinical skills learning is an integral part of undergraduate nursing programmes in United Kingdom nurse education. Faculty staff teach some elements of clinical skills, and some are taught by clinicians in practice. International evidence indicates that some students feel overly anxious when taught by faculty members but less so with their peers, meaning that peer-led clinical skills teaching and learning might reduce anxiety and facilitate the acquisition and retention of skills education.
Objective:
The objective of this systematic review was to explore the research relating to undergraduate student nurses’ acquisition of skills within the simulation setting, particularly the associations between peer-led and lecturer-led learning.
Methods:
A systematic review of the literature was used to find all available evidence. A search of nine healthcare databases using Boolean and MeSH search terms including ‘Peer-to-peer’, ‘Clinical Skill*’, ‘Simulat*’, and ‘Student Nurs*’ was undertaken. Due to the heterogeneity of the research found, statistical meta-analysis was not possible, and so a narrative synthesis based on thematic analysis was conducted, which involved three-person research team critically appraising nine articles for inclusion in the review.
Results:
Articles were located from worldwide sources.
Three main themes in the findings were: psychological factors, motor skills, and educational issues. The use of peers can help to increase students’ motor skills, improved the psychological impact of skills and learning, and offered students a chance to be active participants in their education.
Conclusion:
Having explored the literature, we conclude that peer-to-peer teaching and learning could have a place in undergraduate nursing education; however, it is not clear if student nurses’ skills acquisition is more effective if mediated by peer- or lecturer-led teaching. Further research is required in this area to quantify and compare outcomes.
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Using Mid-Fidelity Simulation and Peer Teaching to Educate First-Semester Nursing Students to Accurately Complete a Shift Assessment and Properly Communicate Findings. Nurs Educ Perspect 2021; 42:E185-E186. [PMID: 34581308 DOI: 10.1097/01.nep.0000000000000875] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
ABSTRACT Inadequate hand-off communication between nurses has been identified as a primary contributing factor leading to medical errors. The purpose of this innovative study was to assess first-semester nursing students' ability to accurately complete a shift assessment and properly communicate findings. Graduate assistants evaluated students' ability to accurately complete a shift assessment, report assessment findings, and identify at least one abnormal finding. The data related to student learning satisfaction and self-confidence were collected from participants during their shift assessment check-off.
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Luo Y, Geng C, Chen X, Zhang Y, Zou Z, Bai J. Three learning modalities' impact on clinical judgment and perceptions in newly graduated registered nurses: A quasi-experimental study. Nurs Health Sci 2021; 23:538-546. [PMID: 33864331 DOI: 10.1111/nhs.12842] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Revised: 03/31/2021] [Accepted: 04/13/2021] [Indexed: 11/30/2022]
Abstract
Newly graduated registered nurses face numerous challenges stemming from high patient workload, complicated interpersonal relationships, and a lack of nursing competence, which can lead to transitional shocks. Clinical judgment and confidence are well-known keys to successful role transitions for these nurses. Simulation training is proposed as a new modality for enhancing comprehensive clinical competence of nurses, but current evidence on the impact of different simulations on nurses' clinical judgment and confidence are still limited or inconsistent. This study compared the impact of three types of learning modalities on newly graduated registered nurses' clinical judgment, perceptions of self-confidence, and evaluations of the design features of the learning modalities. A quasi-experimental design was used. Fifty-nine participants were randomly assigned to three groups: (1) high-fidelity simulation, (2) virtual simulation, and (3) case study. Scales were used after the simulation. The virtual simulation group showed a higher level of clinical judgment. The high-fidelity simulation group felt more confident than the virtual simulation and case study groups. Both the high-fidelity simulation group and virtual simulation group reported higher scores in the domain of fidelity.
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Affiliation(s)
- Yiqing Luo
- Wuhan University School of Health Sciences, Wuhan, China
| | - Cong Geng
- Wuhan University School of Health Sciences, Wuhan, China
| | - Xiaoli Chen
- Wuhan University School of Health Sciences, Wuhan, China
| | | | - Zhijie Zou
- Wuhan University School of Health Sciences, Wuhan, China
| | - Jinbing Bai
- Emory University Nell Hodgson Woodruff School of Nursing, Atlanta, Georgia, USA
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Students as Facilitators: Experiences of Reciprocal Peer Tutoring in Simulation-Based Learning. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.01.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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If You Mix Them, They Will Learn: Using Simulation to Foster Multilevel Peer-to-Peer Engagement Through an Innovative Clinical Make-Up Program. Nurs Educ Perspect 2021; 42:E183-E184. [PMID: 33660682 DOI: 10.1097/01.nep.0000000000000762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
ABSTRACT Clinical experiences are an essential component of nursing education. However, at times, students are unable to attend scheduled clinical experiences because of illness or personal issues. We describe how a baccalaureate program of nursing used an innovative approach to manage clinical absence. Simulation educators placed students from every level of the program in teams during clinical make-up simulation scenarios. Students participating in the multilevel simulations identified leadership, mentorship, reinforcement of nursing concepts, clinical skill improvement, and the opportunity to support one another as benefits of the program.
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Colleen R, Shannon D, Patricia C, Penny H, Tracey S. Nursing and paramedicine student and academic perceptions of the two phase debrief model: A thematic analysis. Nurse Educ Pract 2021; 51:103001. [PMID: 33636486 DOI: 10.1016/j.nepr.2021.103001] [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: 02/23/2020] [Revised: 02/01/2021] [Accepted: 02/15/2021] [Indexed: 11/16/2022]
Abstract
Simulation debriefing standards and models recommend simulation facilitators spend time debriefing learner feelings and clinical reasoning following the simulation scenario. Many debriefing models are available, more so in nursing than in paramedicine, however few models combine specific frameworks to debrief learner feelings and unpack cognitive decisions. The Two Phase Debrief model was designed to support debriefers to spend equal amounts of time debriefing learner felt reactions and clinical decision making, guided by specific tools and skills for each phase. Australian nursing and paramedicine students (n = 19) and academics (n = 9) evaluated the Two Phase Debrief model using a qualitative descriptive design. Analysis of focus group data revealed three themes: Valuing time for debrief, Valuing skills for debrief and Valuing emotions. Across the two disciplines, academics agreed learners would benefit from debriefing using Two Phase Debrief model but considered time a barrier. Nursing and paramedicine students felt the equal time spent exploring emotions and clinical reasoning contributed to a positive learning experience and that expert debriefers may not need disciplinary specific content knowledge. These and other findings discussed indicate there is more work needed to understand the appetite for and required skills of expert cross disciplinary simulation debriefing teams.
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Affiliation(s)
- Ryan Colleen
- School of Nursing, Midwifery and Social Sciences CQUniversity Australia, Building A/Level G, 90 Goodchap St, Noosaville, Australia.
| | - Delport Shannon
- School of Health, Medical and Applied Sciences CQUniversity Australia, Building 6/1.35, Rockhampton, QLD, 4701, Australia.
| | - Channell Patricia
- School of Nursing, Midwifery and Social Sciences, CQUniversity Australia, Building 1.05, 90 Goodchap Street, Noosaville, 4566, Australia.
| | - Heidke Penny
- School of Nursing, Midwifery and Social Sciences, CQUniversity Australia, Building A, 90 Goodchap St, Noosaville, 4566, Australia.
| | - Simes Tracey
- Simulation Lead
- School of Nursing, Midwifery and Social Sciences CQUniversity Australia, Building A/GLevel, Goodchap st, Noosaville, QLD, 4565, Australia.
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Kim SC, Jillapali R, Boyd S. Impacts of peer tutoring on academic performance of first-year baccalaureate nursing students: A quasi-experimental study. NURSE EDUCATION TODAY 2021; 96:104658. [PMID: 33186748 DOI: 10.1016/j.nedt.2020.104658] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 10/06/2020] [Accepted: 11/01/2020] [Indexed: 05/12/2023]
Abstract
BACKGROUND Peer tutoring has multiple benefits for students and the nursing program. However, little is known about the impacts of a peer tutoring on students' academic success. OBJECTIVES This study aimed to examine the impacts of a peer tutoring program on the course failure rates and exam scores among first-year baccalaureate nursing students. DESIGN A quasi-experimental study was conducted at a public university in the USA. A formal peer tutoring program was offered to the Class of 2020 over their first three semesters (n = 317), and the Class of 2018 without peer tutoring served as a historical comparison group (n = 285). The peer tutoring program provided free, one-on-one assistance to any students who needed additional academic support. RESULTS The overall course failure rate was 3.47% for the class with peer tutoring compared to 7.02% without peer tutoring (χ2 = 3.87; p = 0.049). For the class with peer tutoring, about one half attended the sessions. The attendees had lower first exam scores compared to the non-attendees, but the final exam scores of attendees improved by 4 points out of 100 possible (p < 0.001). For the non-attendees, the exam scores did not change significantly. Students who attended two or more sessions per semester improved their scores by about 5 points. There was a positive association between the improvements in exam scores and the frequency of tutoring sessions attended per semester (p = 0.002). CONCLUSIONS It appears that the peer tutoring was effective in reducing course failure rates as well as improving exam scores among first-year baccalaureate-nursing students. Peer tutoring may be a useful and cost-effective strategy to help at-risk nursing students as they adjust to the challenges of academic demands in nursing programs.
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Affiliation(s)
- Son Chae Kim
- School of Nursing, Point Loma Nazarene University, 2600 Laning Road, San Diego, CA 92106, United States of America.
| | - Regina Jillapali
- St. David's School of Nursing, Texas State University. 100 Bobcat Way, Round Rock, TX 78665, United States of America.
| | - Shawn Boyd
- St. David's School of Nursing, Texas State University. 100 Bobcat Way, Round Rock, TX 78665, United States of America.
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14
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Transforming Nursing Education Through Interprofessional Collaborative Innovation: A Project Story. Comput Inform Nurs 2020; 38:176-182. [PMID: 31929353 DOI: 10.1097/cin.0000000000000587] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This project story is about transforming nursing education through interprofessional collaborative innovation to develop and use a complement of technology-based portable simulation devices collectively known as the Healthcare Education Simulation Station. This collection of inexpensive, simulated point-of-care instruments controlled wirelessly by an instructor or simulation operator were developed and field tested by an interdisciplinary team to enhance learning experiences in several configurations, including those using standardized patients and those using static and low-, mid-, and high-fidelity manikins. The core feature of this project story is the collaboration of students and faculty from two unrelated disciplines, nursing and engineering. The story includes a description of the development, field testing, and initial deployment of a simulated pulse oximeter, capnograph, automated sphygmomanometer, cardiac monitor, thermometer, and fetal monitor. Underpinning this project story is Rogers' Diffusion of Innovation theory and how the characteristics of the innovation, the personnel, and the environment worked together to enable this project and the innovation's subsequent diffusion into nursing education. The aspiration to improve learning experiences for students in multiple disciplines was paramount. The desire to acquire high-quality, dynamic educational tools for nursing educators, coupled with an environment that encourages collaboration, led to an innovation that can transform nursing preparation and ultimately improve patient care, while minimizing cost.
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Terry J, Davies A, Williams C, Tait S, Condon L. Improving the digital literacy competence of nursing and midwifery students: A qualitative study of the experiences of NICE student champions. Nurse Educ Pract 2019; 34:192-198. [DOI: 10.1016/j.nepr.2018.11.016] [Citation(s) in RCA: 25] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2018] [Revised: 11/19/2018] [Accepted: 11/28/2018] [Indexed: 11/30/2022]
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Menard K, Maas N. Assisting BSN students in moving from novice to advanced beginner through student-LED simulations. Nurse Educ Pract 2019; 34:145-149. [DOI: 10.1016/j.nepr.2018.11.020] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2017] [Revised: 09/03/2018] [Accepted: 11/30/2018] [Indexed: 11/24/2022]
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A Scoping Review of the Use and Contribution of Simulation in Australian Undergraduate Nurse Education. Clin Simul Nurs 2018. [DOI: 10.1016/j.ecns.2018.03.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Brown KM, Rode JL. Leadership Development Through Peer-Facilitated Simulation in Nursing Education. J Nurs Educ 2018; 57:53-57. [DOI: 10.3928/01484834-20180102-11] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2017] [Accepted: 07/10/2017] [Indexed: 11/20/2022]
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Caveião C, Peres AM, Zagonel IPS, Amestoy SC, Meier MJ. Teaching-learning tendencies and strategies used in the leadership development of nurses. Rev Bras Enferm 2018; 71:1531-1539. [DOI: 10.1590/0034-7167-2017-0455] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2017] [Accepted: 11/25/2017] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: To identify the tendencies and teaching-learning strategies used for leadership development in the discipline Nursing Administration in higher education institutions in Brazil. Method: Non-experimental, type survey, descriptive and exploratory, cross-sectional, with quantitative approach. Results: The dialogued lecture strategy was cited as used by 241 (91%) professors, followed by research, by 237 (89%), and discussion or group work, by 221 (83%). Strategies not used were: spiral learning, 166 (63%), and online programs, 151 (57%) professors. The strategy that presents higher tendency of use is that of online courses, 104 (39%). Conclusion: among the strategies mentioned, all are aligned with the directions given in the literature for nursing education, but these strategies and methodologies influence the formation of leader nurses differently.
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Davis E, Richardson S. How peer facilitation can help nursing students develop their skills. ACTA ACUST UNITED AC 2017; 26:1187-1191. [DOI: 10.12968/bjon.2017.26.21.1187] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Emily Davis
- Third-Year Adult Student Nurse, Kingston and St George's University of London
| | - Sally Richardson
- Associate Professor of Clinical Skills, Kingston and St George's University of London
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