Comparing the effectiveness of video-assisted oral debriefing and oral debriefing alone on behaviors by undergraduate nursing students during high-fidelity simulation

Complex healthcare, less resources, high-level medical equipment, and fewer available clinical settings have led many health professionals to use simulation as a method to further augment educational experiences for nursing students. While debriefing is recommended in the literature as a key compone...

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Bibliographic Details
Published in:	Nurse education in practice Vol. 14; no. 5; pp. 479 - 484
Main Authors:	Grant, Joan S., Dawkins, Denise, Molhook, Lori, Keltner, Norman L., Vance, David E.
Format:	Journal Article
Language:	English
Published:	Scotland Elsevier Ltd 01-09-2014 Elsevier Limited
Subjects:	Adult Assistance Audiovisual Aids Behavior Clinical Competence Clinical medicine Communication Control Groups Critical thinking Debriefing Delegation Drugs Education, Nursing, Baccalaureate - methods Feedback Female Fidelity Heart attacks High-fidelity simulation Hospitals Human patient simulator Humans Male Medical personnel Membership Middle Aged Nurse tutors Nurses Nursing Nursing care Nursing Education Research Nursing Students Outcomes of Education Patient communication Patient Simulation Patients Quasi-experimental methods Simulation Simulation-based training Skills Students Studies Teams Videotape Young Adult United States > US Simulation-based training Nursing students Human patient simulator High-fidelity simulation Videotape
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Summary:	Complex healthcare, less resources, high-level medical equipment, and fewer available clinical settings have led many health professionals to use simulation as a method to further augment educational experiences for nursing students. While debriefing is recommended in the literature as a key component of simulation, the optimal format in which to conduct debriefing is unknown. This pre- and posttest two-group randomized quasi-experimental design compared the effectiveness of video-assisted oral debriefing (VAOD) and oral debriefing alone (ODA) on behaviors of 48 undergraduate nursing students during high-fidelity simulation. Further, this study examined whether roles (e.g., team leader, medication nurse), type of scenarios (i.e., pulmonary and cardiac scenarios), and student simulation team membership (i.e., VAOD and ODA groups) influenced these behaviors. Behaviors observed in this study related to patient safety, communication among team members, basic- and problem-focused assessment, prioritization of care, appropriate interventions, and delegation to healthcare team members. Both human patient simulator practice and guidance using video-assisted oral debriefing and oral debriefing alone appeared to be comparable regarding behaviors, regardless of roles, type of scenarios, and student simulation team membership. These findings suggest that nurse educators may use either video-assisted oral debriefing or oral debriefing alone to debrief undergraduate nursing students during high-fidelity simulation.
Bibliography:	ObjectType-Article-2 SourceType-Scholarly Journals-1 ObjectType-News-1 ObjectType-Feature-3 content type line 23 ObjectType-Evidence Based Healthcare-3 ObjectType-Feature-1
ISSN:	1471-5953 1873-5223
DOI:	10.1016/j.nepr.2014.05.003