Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase
Abstract Background Simulation is part of the training provided to nurses enrolled in the master’s degree for critical care nursing programmes at our institution. Although the students are practicing nurses, many still make mistakes when performing nursing procedures related to critical care during...
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| Format: | Article |
| Language: | English |
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BMC
2022-11-01
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| Series: | BMC Nursing |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12912-022-01100-z |
| _version_ | 1828177936374562816 |
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| author | Jefferson Garcia Guerrero Grace Medalyn Tungpalan-Castro Minerva Pingue-Raguini |
| author_facet | Jefferson Garcia Guerrero Grace Medalyn Tungpalan-Castro Minerva Pingue-Raguini |
| author_sort | Jefferson Garcia Guerrero |
| collection | DOAJ |
| description | Abstract Background Simulation is part of the training provided to nurses enrolled in the master’s degree for critical care nursing programmes at our institution. Although the students are practicing nurses, many still make mistakes when performing nursing procedures related to critical care during simulation sessions, and these mistakes must be addressed during the debriefing session. The aim of the study is to compare the knowledge and skills acquired by groups of postgraduate critical care nursing students who were exposed to high-fidelity simulation (HFS) by using different debriefing structures. Methods A quasi-experimental crossover design was utilised during the post-tests and objective structured clinical examinations (OSCEs). The students were divided into two groups: one was exposed to HFS with a 3-phase debriefing, and the other was exposed to HFS with a multiphase debriefing. Both groups involved facilitator-guided and video-assisted debriefings. Results Overall, the post-test scores (p-value: Phase 1 = 0.001 and Phase 2 = 0.000) and post-OSCE scores (p-value: Phase 1 = 0.002 and Phase 2 = 0.002) support that the group of postgraduate students who underwent HFS with a multiphase debriefing structure gained significantly higher scores compared to the group who underwent HFS with a 3-phase debriefing structure. Conclusion Debriefing is a critical component of successful simulation. Learning requires assessment that creates constructive criticism based on feedback and reflection. A multiphase debriefing structure, specifically the healthcare simulation after-action review, provides a significant advantage for knowledge and skills acquisition. |
| first_indexed | 2024-04-12T05:06:32Z |
| format | Article |
| id | doaj.art-e0d41d29d0514acaa8d5c39d9909460f |
| institution | Directory Open Access Journal |
| issn | 1472-6955 |
| language | English |
| last_indexed | 2024-04-12T05:06:32Z |
| publishDate | 2022-11-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Nursing |
| spelling | doaj.art-e0d41d29d0514acaa8d5c39d9909460f2022-12-22T03:46:52ZengBMCBMC Nursing1472-69552022-11-012111910.1186/s12912-022-01100-zImpact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphaseJefferson Garcia Guerrero0Grace Medalyn Tungpalan-Castro1Minerva Pingue-Raguini2Nursing Department, Fakeeh College for Medical SciencesNursing Department, Fakeeh College for Medical SciencesNursing Department, Fakeeh College for Medical SciencesAbstract Background Simulation is part of the training provided to nurses enrolled in the master’s degree for critical care nursing programmes at our institution. Although the students are practicing nurses, many still make mistakes when performing nursing procedures related to critical care during simulation sessions, and these mistakes must be addressed during the debriefing session. The aim of the study is to compare the knowledge and skills acquired by groups of postgraduate critical care nursing students who were exposed to high-fidelity simulation (HFS) by using different debriefing structures. Methods A quasi-experimental crossover design was utilised during the post-tests and objective structured clinical examinations (OSCEs). The students were divided into two groups: one was exposed to HFS with a 3-phase debriefing, and the other was exposed to HFS with a multiphase debriefing. Both groups involved facilitator-guided and video-assisted debriefings. Results Overall, the post-test scores (p-value: Phase 1 = 0.001 and Phase 2 = 0.000) and post-OSCE scores (p-value: Phase 1 = 0.002 and Phase 2 = 0.002) support that the group of postgraduate students who underwent HFS with a multiphase debriefing structure gained significantly higher scores compared to the group who underwent HFS with a 3-phase debriefing structure. Conclusion Debriefing is a critical component of successful simulation. Learning requires assessment that creates constructive criticism based on feedback and reflection. A multiphase debriefing structure, specifically the healthcare simulation after-action review, provides a significant advantage for knowledge and skills acquisition.https://doi.org/10.1186/s12912-022-01100-zHigh fidelity simulationDebriefing structureConstructive criticismKnowledge acquisitionSkills developmentClinical competence |
| spellingShingle | Jefferson Garcia Guerrero Grace Medalyn Tungpalan-Castro Minerva Pingue-Raguini Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase BMC Nursing High fidelity simulation Debriefing structure Constructive criticism Knowledge acquisition Skills development Clinical competence |
| title | Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase |
| title_full | Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase |
| title_fullStr | Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase |
| title_full_unstemmed | Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase |
| title_short | Impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students: three-phase vs. multiphase |
| title_sort | impact of simulation debriefing structure on knowledge and skill acquisition for postgraduate critical care nursing students three phase vs multiphase |
| topic | High fidelity simulation Debriefing structure Constructive criticism Knowledge acquisition Skills development Clinical competence |
| url | https://doi.org/10.1186/s12912-022-01100-z |
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