In-Situ Simulation Different Debriefing Methods

NCT06052007 | Completed

• 1 other identifier: Different Debriefing Methods
• Study Type: interventional
• Target: 119
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of this pre-test-post-test randomized controlled experimental study is to examined the effects of the learning conversation (LC)-based, 3D model-based, and standard debriefing methods on critical thinking, debriefing experience, and satisfaction after in-situ simulation among intensive care unit (ICU) nurses. A total of 186 ICU nurses working in a training and research hospital participated in the study. Researchers will compare learning conversation (LC)-based, 3D model-based, and standard debriefing methods on critical thinking, debriefing experience, and satisfaction.

Conditions

Nursing Caries; Satisfaction; Simulation of Physical Illness

Keywords

in-situ simulation; critical thinking; debriefing; nurse; intensive care

Outcome Measures

Primary Outcomes (3)

• Examined criticical thinking knownledge test score of intervention and control groups

  The criticical thinking knownledge test was also created by the researchers and comprised 10 questions about learning objectives and critical thinking, particularly regarding decision-making while performing elimination, nutritional, and respiratory activities of ICU patients.

  2 months

• Determinating satisfaction scores of intervention and control groups

  A visual analog scale (0 = not at all satisfied, 10 = very satisfied), the participants were asked to rate their satisfaction.

  2 months

• Determinating debriefing experince score of intervention and control groups

  The Debriefing Experience Scale consists of 20 items and is a 5-point Likert-type scale. It consists of two parts-experience with debriefing and importance of items-and four subscales-analyzing thoughts and feelings, learning and making connections, facilitator skill in conducting the debriefing, and appropriate facilitator guidance. A high score on the scale indicates increased gains from the debriefing experience

  2 months

Study Arms (3)

LC-Based Debriefing

EXPERIMENTAL

LC-based debriefing session in one intervention group.

Behavioral: LC-Based Debriefing

3D Model-Based Debriefing

EXPERIMENTAL

One facilitator conducted a 3D model-based debriefing session in the other intervention group.

Behavioral: 3D Model-Based Debriefing

Standard Debriefing

NO INTERVENTION

One facilitator conducted a non-model-based unstructured debriefing session in the control group

Interventions

LC-Based Debriefing BEHAVIORAL

LC-based debriefing encourages reflection by allowing learners to identify and explore topics of particular interest. The model is defined as a structured post-event LC, which is useful for improving competence, professional development, and clinical judgment among intensive care unit and trauma nurses. The model is useful not only for one recipient by allowing reflection on positive and negative experiences but also for the whole group by allowing them to make connections to their own practice that day or to previous experiences, supporting teamwork. It also helps them understand what good practice is by doing their own self-assessment with peers' benchmarking.

LC-Based Debriefing

3D Model-Based Debriefing BEHAVIORAL

The model has three parts: defusing, discovering, and deepening. The experiential learning theory on which this model is based facilitates learning goals. This model allows its participants to create new mental models for future practice, develop critical thinking skills, and identify knowledge gaps. In the model, a debriefing session starts with preliminary information and ends with a summary of what has been learned. Participants' gaps in understanding and learning are identified, and how they can apply their learnings to practice is discussed.

3D Model-Based Debriefing

Eligibility Criteria

• Age: 23 Years - 49 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Volunterring
• Beclohers degree graduated
• years
• min 1 year to work as a nurse
• open to communication

Sponsors & Collaborators

• Sakarya University: lead

Study Sites (1)

Sakarya Training and Research Hospital

Sakarya, 54050, Turkey (Türkiye)

Location

Related Publications (9)

• Abu-Sultaneh S, Whitfill T, Rowan CM, Friedman ML, Pearson KJ, Berrens ZJ, Lutfi R, Auerbach MA, Abulebda K. Improving Simulated Pediatric Airway Management in Community Emergency Departments Using a Collaborative Program With a Pediatric Academic Medical Center. Respir Care. 2019 Sep;64(9):1073-1081. doi: 10.4187/respcare.06750. Epub 2019 Apr 23.

  PMID: 31015388 RESULT

• Almomani E, Sullivan J, Hijjeh M, Attlallah K. The perceived relationship between reflective learning conversation and clinical reasoning skills amongst critical care and trauma nurses: A cross sectional parallel mixed method. Nurse Educ Today. 2021 Oct;105:105044. doi: 10.1016/j.nedt.2021.105044. Epub 2021 Jul 2.

  PMID: 34242908 RESULT

• Baldwin LJ, Jones CM, Hulme J, Owen A. Use of the learning conversation improves instructor confidence in life support training: An open randomised controlled cross-over trial comparing teaching feedback mechanisms. Resuscitation. 2015 Nov;96:199-207. doi: 10.1016/j.resuscitation.2015.08.010. Epub 2015 Aug 24.

  PMID: 26316279 RESULT

• Dochez V, Beringue F, Legendre G, Jeanneteau P, Rolland D, Coutin AS, Collin R, Boulvais E, Malo L, Chupin AM, Cousin B, Flamant C, Winer N. Assessment of a multiprofessional training programme by in situ simulation in the maternity units of the Pays de Loire regional perinatal network. J Gynecol Obstet Hum Reprod. 2021 Sep;50(7):102107. doi: 10.1016/j.jogoh.2021.102107. Epub 2021 Mar 8.

  PMID: 33705991 RESULT

• Kang K, Yu M. Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study. Nurse Educ Today. 2018 Jun;65:67-73. doi: 10.1016/j.nedt.2018.02.030. Epub 2018 Mar 2.

  PMID: 29533836 RESULT

• Lee J, Lee H, Kim S, Choi M, Ko IS, Bae J, Kim SH. Debriefing methods and learning outcomes in simulation nursing education: A systematic review and meta-analysis. Nurse Educ Today. 2020 Apr;87:104345. doi: 10.1016/j.nedt.2020.104345. Epub 2020 Jan 16.

  PMID: 32135455 RESULT

• Niu Y, Liu T, Li K, Sun M, Sun Y, Wang X, Yang X. Effectiveness of simulation debriefing methods in nursing education: A systematic review and meta-analysis. Nurse Educ Today. 2021 Dec;107:105113. doi: 10.1016/j.nedt.2021.105113. Epub 2021 Aug 27.

  PMID: 34492539 RESULT

• Reed SJ. Written debriefing: Evaluating the impact of the addition of a written component when debriefing simulations. Nurse Educ Pract. 2015 Nov;15(6):543-8. doi: 10.1016/j.nepr.2015.07.011. Epub 2015 Aug 5.

  PMID: 26299701 RESULT

• Villemure C, Georgescu LM, Tanoubi I, Dube JN, Chiocchio F, Houle J. Examining perceptions from in situ simulation-based training on interprofessional collaboration during crisis event management in post-anesthesia care. J Interprof Care. 2019 Mar-Apr;33(2):182-189. doi: 10.1080/13561820.2018.1538103. Epub 2018 Nov 5.

  PMID: 30395755 RESULT

MeSH Terms

Conditions

Personal Satisfaction

Condition Hierarchy (Ancestors)

Behavior

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: SUPPORTIVE CARE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Study Record Dates

• First Submitted: September 18, 2023
• First Posted: September 25, 2023
• Study Start: January 10, 2023
• Primary Completion: March 10, 2023
• Study Completion: April 10, 2023
• Last Updated: September 25, 2023

Record last verified: 2023-09

Data Sharing

• IPD Sharing: Will share
• Shared Documents: SAP

Locations

TU (1)