Debriefing approaches for high-fidelity simulations and outcomes related to clinical judgment in baccalaureate nursing students
Fiche du document
19 mars 2021
- handle: 10670/1.pckng5
- doi: 10.1016/j.colegn.2019.01.001
Ce document est mis à disposition selon les termes de la Licence Creative Commons Attribution - Pas d’utilisation commerciale - Pas de Modification 4.0 International. / This work is licensed under a Creative Commons Attribution - NonCommercial - No modification 4.0 International License. , https://creativecommons.org/licenses/by-nc-nd/4.0/deed.fr
Mots-clés
Debriefing Reflection Patient deterioration Clinical judgment Situation awareness SimulationSujets proches
School life Students--Education Pupils Student life and customs Judgement Situation awareness SA (Cognitive psychology)Citer ce document
Patrick Lavoie et al., « Debriefing approaches for high-fidelity simulations and outcomes related to clinical judgment in baccalaureate nursing students », Papyrus : le dépôt institutionnel de l'Université de Montréal, ID : 10.1016/j.colegn.2019.01.001
Métriques
Partage / Export
Résumé
Simulation followed by debriefing is increasingly common in clinical nursing education. Yet, limited studies have compared approaches to debriefing—the portion of simulations where participants re-examine and make sense of their experience. In this study, 120 baccalaureate nursing students in Quebec were randomized to receive one of two types of debriefing (selfassessment with Plus-Delta vs. guided reflection using a structured tool with REsPoND) after each of four simulations (a hemorrhage scenario, two sepsis scenarios, and a trauma simulation) during which their situation awareness was measured as a proxy for their clinical judgment. Unexpectedly, situation awareness scores showed little to no consistency across students or simulations and no clear improvements over time were noted, which rendered the comparison of the debriefing approaches across scenarios problematic. However, when comparing the two iterations of the sepsis scenario, students who participated in a reflective debriefing showed greater improvement in their recognition of abnormalities in patient vital signs and level of consciousness than students whose debriefing involved self-assessment.