In-Situ Simulation Different Debriefing Methods

Nursing Caries Clinical Trial

Official title:

In-Situ Simulation Study Among Nurses Using Different Debriefing Methods

Clinical Trial Details — Status: Completed

Administrative data

• NCT number: NCT06052007
• Other study ID #: Different Debriefing Methods
• Status: Completed
• Phase: N/A
• Start date: January 10, 2023
• Est. completion date: April 10, 2023

Study information

• Verified date: September 2023
• Source: Sakarya University
• Contact: n/a
• Is FDA regulated: No
• Study type: Interventional

Clinical Trial 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.

Recruitment information / eligibility

• Status: Completed
• Enrollment: 119
• Est. completion date: April 10, 2023
• Est. primary completion date: March 10, 2023
• Accepts healthy volunteers: Accepts Healthy Volunteers
• Gender: All
• Age group: 23 Years to 49 Years

Eligibility

Inclusion Criteria:

• Volunterring
• Beclohers degree graduated
• 22- 55 years
• min 1 year to work as a nurse
• open to communication

Exclusion Criteria:

• individuals outside the inclusion criteria

Related Conditions & MeSH terms

• Nursing Caries
• Satisfaction
• Simulation of Physical Illness

Intervention

Behavioral:
• LC-Based Debriefing
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.
• 3D Model-Based Debriefing
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.

Locations

Country	Name	City	State
Turkey	Sakarya Training and Research Hospital	Sakarya

Sponsors (1)

Lead Sponsor	Collaborator
Sakarya University

Country where clinical trial is conducted

Turkey, 

References & 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 — View Citation

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;1 — View Citation

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 — View Citation

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 L — View Citation

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. — View Citation

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. — View Citation

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. — View Citation

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. — View Citation

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( — View Citation

Outcome

Type	Measure	Description	Time frame	Safety issue
Primary	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
Primary	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
Primary	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