H Impact of Instructor Versus Student Facilitator Debriefing Following Clinical Simulation Sessions on Nursing students’ Self-Efficacy, Satisfaction, and Achievement

Authors

  • Houaida Helal Faculty of Nursing, Alexandria University, Egypt
  • Samar Hafez Assistant Professor, Obstetricsand Gynecologic Nursing, Faculty of Nursing, Alexandria University, Egypt

DOI:

https://doi.org/10.53555/hsn.v5i2.822

Keywords:

Debriefing, facilitator, Self-efficacy, Satisfaction, Simulation

Abstract

Debriefing is an effective educational tool commonly used with adult learning following simulated session. A comparative interventional design was utilized to compare the impact of instructor versus student facilitator debriefing following clinical simulation sessions on nursing students’ self-efficacy, satisfaction, and achievement. A convenience sample of 151 nursing students enrolled in community nursing and obstetrics and gynecological nursing courses according to the curriculum plan in the Faculty of Nursing at Alexandria University, Egypt participated in the study. Students went through a debriefing process by both instructor and students during two simulation sessions. General perceived self-efficacy scale, satisfaction with simulation experience scale and students’ achievement records were used for data collection. Results revealed no statistically significant difference between the effect of debriefing done by instructors or students on their perceived self-efficacy, satisfaction with simulation experience and their clinical performance among neither obstetrics nor community nursing groups during first as well as second simulation sessions. The study concluded that the role of both instructor and student facilitator should be considered in a debriefing following nursing simulation experience and their active contribution to the learning process. Further researches are recommended to investigate the potential for using the self-debriefing method to enhance the efficiency of simulation-based education.

Downloads

Download data is not yet available.

References

Dreifuerst K. The essentials of debriefing in Simulation Learning:AConcept Analysis. Nursing Education Perspectives. March / April 2009;30 (2): 109-114

Shinnick M & Tamara B. Debriefing: The Most Important Component in Simulation? Clinical Simulation in Nursing. 2011; 7 ( 3) :1 05-1113.

Harvey P & Radomski N .Debriefing learners in simulation.North West rural medical education unit. September 2015; (30)

Shore H. After compression, time for decompression: debriefing after significant clinical events. Infant 2014; 10(4): 117-19.

Belote & Marisa J. A comparative evaluation of the learner-centeredgrading debriefing method in nursing education. (2015); Graduate Theses and Dissertation: University of South Floridahttp://scholarcommons.usf.edu/etd/5643

Coutinho V, Martins J, Pereira F. Structured debriefing in nursing simulation: students’ perceptions. Journal of Nursing Education and Practice 2016; 6 (9): 127-134

Overstreet M. The current practice of nursing clinical simulation debriefing: A multiple case study. 2009; (Dissertation). Knoxville: University of Tennessee.

Cooper S & Cant R. The benefits of debriefing as formative feedback in nurse education. Australian journalof advanced nursing. 2010; 29 (1): 37-47

Pivec J & Renee C, "Debriefing after Simulation: Guidelines for faculty and students" (2011); Master of Arts in Nursing Theses.St. Catherine University Paper 14.

Ahmed M, Sevdalis N, Paige J, Gururaja R, Nestel D, Arora S .Identifying best practice guidelines for debriefing in surgery: a tri-continental study. The American Journal of surgery. April 2012; 203 ( 4): 523–529

Persico ,Lori, "A comparison of two debriefing methods on clinical reasoning outcomes, learner satisfaction with debriefing and reflection, clinical learning and clinical reasoning, and psychological safety of nurse orienteesin simulation-based education" (2017); Theses & Dissertations. Molloy College 59. http://digitalcommons.molloy.edu/etd/59

Schwarze R. & Jerusalem M. Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs .(1995); (pp. 35-37). Windsor, UK: NFER-NELSON.

Schwarzer R & Jerusalem M.General Self-Efficacy Scale (GSE).Measurement Instrument Database for the SocialScience. (2013); Retrieved from www.midss.ie

Levett-Jones T,McCoy M,Lapkin S,Noble D,Hoffman K,Dempsey J,Arthur C&Roche J. 2011 .The development and psychometric testing of the Satisfaction with Simulation Experience Scale. Nurse Educ Today;31(7):705-10

ZigmontJ, Kappus J,Sudikoff N. The 3D model of debriefing: defusing, discovering, and deepening. Seminars in perinatology. 2011; 35(2):52-58

Aebersold M. The History of Simulation and Its Impact on the Future. AACN Adv Crit Care.2016; 27(1):56-61.

Wallace D, Moughrabi S. The efficacy of simulation debriefing in developing critical thinking in accelerated baccalaureate nursing students Journal of Nursing Education and Practice 2016; 6 (5) :13-8.

Loo M,Krishnasamy C,Lim W. Considering face, rights, and goals: a critical review of rapport management in facilitator-guided simulationdebriefingapproaches. Simul Health c.Feb2018; 13(1):52-60.

Boet S, Bould MD, Bruppacher HR, Desjardins F, Chandra DB, Naik VN. Looking in the mirror: self-debriefing versus instructor debriefing for simulated crises.Crit Care Med. 2011 Jun;39(6):1377-81. doi: 10.1097/CCM.0b013e31820eb8be.

OikawaS,BergB,TurbanJ,VincentD, MandaiY, and Birkmire-PetersD.Self-Debriefing vs Instructor Debriefing in a Pre-Internship Simulation Curriculum: Night on Call. Hawaii J Med Public Health. 2016 May; 75(5): 127–132.

RohYS ,Kelly M, Ha EH. 2016 Comparisonof instructor‐led versus peer‐led debriefing in nursing students. Nursing &Health sciencesVolume18,Issue2June 2016 Pages238-245

RohS ,HaEH K)2016(. Comparisonof instructor ledversus peer leddebriefing in nursing students. Nursing &Health sciences .18(2):238-245

Tuttle, Rosalie E., 2009"The Impact of Simulation in Nursing Education on the Self-Efficacy and Learner Satisfaction of Nursing Students". Faculty Scholarship -Nursing. Paper 3. http://digitalcommons.olivet.edu/nurs_facp/3

Ashley G. "Nursing Simulation Experience: Self-Efficacy, State Anxiety, Locus of Control, and Simulation Effectiveness. 2013; Honors Theses and Capstones. 137. https://scholars.unh.edu/honors/137

Shinnick M. & Woo M. Does nursing student self-efficacy correlate with knowledge when using human patient simulation? Clinical simulation in nursing. February 2014;10 (2): e71-e79. http://dx.doi.org/10.1016/j.ecns.2013.07.006

Fanning RM, Gaba DM. The role of debriefing in simulation-based learning.Simul Healthc. 2007 Summer;2(2):115-25. doi: 10.1097/SIH.0b013e3180315539.

K. Page-Cutrara, M. Turk. Impact of prebriefingon competency performance, clinical judgment andexperience in simulation: An experimental study Nurse Education Today 48 (2017) 78–83.

Shea, Kathleen L., "The Effect of Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction" (2015). Doctoral Dissertations. 299. https://repository.usfca.edu/diss/299

Valerie J. Shute. Focus on Formative Feedback, March 2007 RR-07-11.30.Draycott, T.J., Crofts, J.F., Ash, J.P., Wilson, L.V., Yard, E., Sibanda, T., Whitelaw, A. 2008. Improving neonataloutcome through practical shoulder dystocia training. Obstetrics & Gynecology, 112(1):14-20.

Downloads

Published

2019-02-28

How to Cite

Helal, H., & Hafez, S. (2019). H Impact of Instructor Versus Student Facilitator Debriefing Following Clinical Simulation Sessions on Nursing students’ Self-Efficacy, Satisfaction, and Achievement. International Journal For Research In Health Sciences And Nursing, 5(2), 01–19. https://doi.org/10.53555/hsn.v5i2.822