Nurse Educ Pract . 2017 Jul;25:104-110. doi: 10.1016/j.nepr.2017.04.013. Epub 2017 Apr 29.

    Authors

    Affiliations

    • 1 Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University College of Southeast Norway, Post box 235, 3603, Kongsberg, Norway. Electronic address: Inger.A.Rei[email protected]
    • 2 Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University College of Southeast Norway, Post box 235, 3603, Kongsberg, Norway. Electronic address: [email protected]
    • 3 Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University College of Southeast Norway, Post box 235, 3603, Kongsberg, Norway. Electronic address: [email protected]
    • 4 Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University College of Southeast Norway, Post box 235, 3603, Kongsberg, Norway; Department of Nursing Science, Faculty of Medicine, University of Oslo, Post box 1130, Blindern, 0318, Oslo, Norway. Electronic address: I[email protected]isin.uio.no.
    • PMID: 28577417
    • DOI: 10.1016/j.nepr.2017.04.013

    Abstract

    Debriefing in simulation is a cornerstone of learning. However, in-depth studies examining simulation debriefing are scarce. This study explored four key debriefing attributes-feedback, reflection, knowledge development, and psychological safety-prior and subsequent to the implementation of a new pedagogical intervention in a pre-clinical scenario simulation course. The scenarios focused on patients with deteriorating conditions and took place at bachelor's nursing degree level. The new intervention for the debriefing sessions contained a detailed observation tool describing specific, correct nursing actions for deteriorating patients; video playback watched only by students acting as nurses, and debriefing organized into two sections. The study design was explorative. To generate data, 12 debriefing sessions were audio and video recorded in 2013 and 11 in 2014. Two student groups participated each year, comprising 16 and 10 students, respectively. Qualitative analysis was performed to examine the transcribed audio and video recordings. Relative to the 2013 cohort, the reflections of observers and the students acting as nurses were more assertive, and students' feedback was more specific and comprehensive in the 2014 cohort. Conducting in-depth studies examining debriefing is important to increase knowledge regarding the impact of pedagogical underpinnings on debriefing content and processes.

    Keywords: Nursing education; Nursing education research; Simulation debriefing; Simulation training.

    Copyright © 2017 Elsevier Ltd. All rights reserved.

    MeSH terms

    • Adult
    • Education, Nursing, Baccalaureate
    • Feedback*
    • Female
    • Humans
    • Learning*
    • Male
    • Models, Educational
    • Simulation Training / methods*
    • Students, Nursing / psychology
    • Video Recording
    What is structured debriefing workplace?
    Debriefing is a structured voluntary discussion aimed at putting an abnormal event into perspective. It is not counselling; rather it offers workers clarity about the critical incident they have experienced and assists them to establish a process for recovery. more
    Is debrief one word?
    Debrief, a verb referring to an act of interrogating or questioning someone about a job that has been done or about an experience in order to obtain information or intelligence, is first documented in the first half of the 20th century. more
    Is debrief hyphenated?
    Hyphenation of debrief This word can be hyphenated and contains 2 syllables as shown below. more
    What is team debrief?
    During a debrief, a team simply reflects upon and discusses recent experiences, identifying what went well and where improvements may be possible. They reach agreements on specific adaptations they intend to make and then they get back to work. more
    Why is debrief hot?
    The hot debriefing tool was designed for use after clinical scenarios other than cardiac arrests. It can be used to facilitate open feedback following deaths in our department, unexpected negative outcomes or as requested by staff. more
    What is cold debrief?
    Cold debriefing, where individuals or teams are provided with feedback sometime after the event, is associated with improvements in process and patient outcomes. Such feedback usually involves the use of objective performance data, such as defibrillator downloads or videotape records. more
    What is activity debrief?
    Debriefing is an experience that enables participants to connect activities and lessons they learned in an activity, experience, or program, to the outside world. more
    Why do we debrief?
    Debriefing has been identified as a major tool used in identifying medical errors, improving communication, reviewing team performance, and providing emotional support following a critical event. more
    What is the purpose of a debrief session after service What should a debrief include?
    An event debrief is a meeting with your team where you carefully deconstruct and analyze a previous event. A thorough event debrief will help you identify what went right, what went wrong, and what could be better next time. more
    How do nurses debrief?
    Techniques of debriefing vary, but usually include an emotional release component, a review of the facts and objective data, inquiry into the mindsets of those present, and clarification of takeaway points and/or indications for follow-up. more
    What is group debrief?
    Group intervention, also known as debriefing, is basically structured group discussion. The purpose is to develop understanding and increase feelings of personal control among students, while maintaining cohesiveness. more

    Source: pubmed.ncbi.nlm.nih.gov

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