Perceptions of video-facilitated debriefing in simulation education among nursing students: Findings from a Q-methodology study

Remote Virtual Simulation With Prelicensure Nursing Students During Rapid Course Transition

The advent of COVID-19 required educational programs to rapidly transition courses to the remote environment. A postpartum hemorrhage simulation used within a traditional prelicensure bachelor of science in nursing program was rapidly transitioned to the remote virtual format to meet required social distancing guidelines. This quasi-experimental study examined student knowledge before and after participation in a remote virtual simulation (RVS) with a postanalysis of student confidence and satisfaction. RVS can increase student knowledge and provide adequate student satisfaction. However, hands-on learning appears to result in higher student confidence and satisfaction compared to RVS.

A scoping review of Q methodology nursing education studies

OBJECTIVES

The purpose of this review was to examine the characteristics of published Q methodology nursing education studies including the purposes, the methodological variations, and the major implications to inform best practices.

DESIGN

Scoping review design using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews.

DATA SOURCES

Academic Search Complete, CINAHL Complete, Education Research Complete, Embase, ERIC, Proquest Nursing and Allied Health, PubMed, PsycInfo, SocINDEX, and the Web of Science Core Collection.

REVIEW METHODS

A comprehensive search of English language journal articles was conducted for Q methodology studies published between 2015 and 2020 that used undergraduate nursing students or nursing faculty as participants. Data were extracted using a modified version of the Assessment Review Instrument for Q Methodology.

RESULTS

Eighteen studies from five countries met inclusion criteria. The majority were single-site studies and used nursing students as participants. The number of stimuli for sorting in the Q sample ranged from 21 to 60. Study aims fell into three broad domains: attitudes about patient populations or settings (N = 7), perceptions about teaching methods (N = 9), or beliefs about professional/practice issues (N = 2). Seven studies specifically explored simulation. Unique viewpoints discovered ranged from one to five in each study. Findings were used to inform teaching, create curricula, evaluate programs, and to generate more questions for study. Strategies for reporting the Q methodology research steps and findings varied significantly.

CONCLUSION

Q methodology is a useful research approach to discover variations in perspectives to inform best educational practices. Use of a standardized flow sheet could enhance reporting the Q methodological approach which may lead to a better understanding and acceptance of the method in the discipline.

Effectiveness of simulation debriefing methods in nursing education: A systematic review and meta-analysis

OBJECTIVE

This systematic review and meta-analysis aimed to evaluate debriefing methods' effectiveness on learning outcomes for nursing students.

DESIGN

A systematic review and meta-analysis were applied according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement.

DATA SOURCES

Publications were searched in PubMed, EMBASE, The Cochrane Library, Web of Science, China National Knowledge Infrastructure, and WANFANG (China) databases from inception to 2020.

REVIEW METHODS

Two researchers independently retrieved articles and evaluated their quality. Review Manager version 5.3 software was used to conduct the meta-analysis, following the PRISMA guidelines. Bias risk was assessed using the Joanna Briggs Institute manual. Heterogeneity was assessed by I² statistics. Standardized mean difference (SMD) and 95% confidence intervals (CIs) were used for effect size analysis based on learning outcomes.

RESULTS

Sixteen studies were selected in the systematic review and 13 studies with 1637 nursing students were included in the meta-analysis. Five debriefing methods were used in the intervention group. The analysis showed that Debriefing for Meaningful Learning was more effective on the debriefing quality (SMD = 0.52, 95%CI [0.32, 0.72]), and that video-assisted debriefing was more effective on nursing students' experiences (SMD = 0.30, 95%CI [0.02, 0.58]) and critical thinking (SMD = 0.90, 95%CI [0.65, 1.15]) compared with the usual debriefing. However, written debriefing did not show better effects on students' experiences (SMD = -0.22, 95%CI [-0.51, 0.07]), and peer-led debriefing did not show better effects on the debriefing quality compared with the usual debriefing (SMD = -0.15, 95%CI [-1.43, -0.67]).

CONCLUSIONS

The study indicated that Debriefing for Meaningful Learning and video-assisted debriefing showed a positive impact on nursing education. Future studies that have larger sample sizes, high-quality debriefing methods, robust study designs, and other learning outcomes are required.

Rising to the Challenge: The Delivery of Simulation and Clinical Skills during COVID-19

The declaration of a global pandemic in March 2020 resulted in all higher education institutions having to quickly transform traditional didactic teaching and learning to online delivery. This involved delivering lectures and seminars virtually, and student contact time in University ceased immediately. Although many Universities had existing resources such as Blackboard® and Microsoft Teams® in place to assist with this delivery, the facilitation of clinical skills and simulation would prove to be more of a challenge. This paper explores how one University adapted and utilized innovative ways to provide students with virtual learning experiences, specifically in relation to the facilitation of clinical skills and simulation.

Maintaining Clinical Continuity Through Virtual Simulation During the COVID-19 Pandemic

BACKGROUND

Amidst the COVID-19 pandemic, university instruction was transitioned online, including an undergraduate nursing clinical course. Charged with developing and executing virtual simulations, an online clinical course was conceived.

METHOD

Simulated clinical experiences were crafted using a combination of student preassignments and video-conferencing facilitated by faculty. Each experience included the collective review of a case study and student-developed care plans before viewing and debriefing a series of videos. Students summarized their experience in a weekly written reflection.

RESULTS

Student feedback was examined through their reflections and verbal responses. The videos served as catalysts for robust discussion. Feedback was overwhelmingly positive related to an interactive experience, a heightened sense of teamwork, and enhanced comprehension by sharing differing perspectives of common experiences.

CONCLUSION

This educational innovation was successful in creating an engaging environment that facilitated student learning and a sense of togetherness during a global pandemic. The use of technology enabled the continuity of a productive teaching-learning experience. [J Nurs Educ. 2020;59(9):522-525.].