@article{3b5194b8860e44c29f2f643bc15d73ff,
title = "Debriefing approaches for high-fidelity simulations and outcomes related to clinical judgment in baccalaureate nursing students",
abstract = "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 (self-assessment 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.",
keywords = "Clinical judgment, Debriefing, Patient deterioration, Reflection, Simulation, Situation awareness",
author = "Patrick Lavoie and Jacinthe Pepin and Sylvie Cossette and Clarke, {Sean P.}",
note = "Funding Information: The authors would like to acknowledge the participation of all the students who agreed to be in the study. This study was supported by doctoral scholarships from the Quebec Nursing Intervention Research Network (RRISIQ) funded by the Fonds de recherche du Qu{\'e}bec – Sant{\'e} (FRQS) , from the Fonds de recherche du Qu{\'e}bec – Soci{\'e}t{\'e} et Culture (FRQSC) , and from the Minist{\`e}re de l{\textquoteright}{\'E}ducation, de l{\textquoteright}Enseignement sup{\'e}rieur et de la Recherche du Qu{\'e}bec . The {\'E}quipe FUTUR, funded by the FRQSC , funded the proofreading of this paper. The sponsors did not influence the study design, data collection, data analysis, data interpretation, or writing of the manuscript. Funding Information: There are no conflicts of interest to declare. All authors meet the criteria for authorship, have approved the final article, and abide by the copyright terms and conditions of Elsevier and the Australia College of Nursing. Furthermore, all those entitled to authorship are listed as authors. The first author received doctoral scholarships from the Quebec Nursing Intervention Research Network (RRISIQ), funded by the Fonds de recherche du Qu{\'e}bec – Sant{\'e}, (FRQS) from the Fonds de recherche du Qu{\'e}bec – Soci{\'e}t{\'e} et Culture (FRQSC), and from the Minist{\`e}re de l{\textquoteright}{\'E}ducation, de l{\textquoteright}Enseignement sup{\'e}rieur et de la Recherche du Qu{\'e}bec. The {\'E}quipe FUTUR, funded by the FRQSC, funded the proofreading of this paper. Publisher Copyright: {\textcopyright} 2019 Australian College of Nursing Ltd",
year = "2019",
month = oct,
doi = "10.1016/j.colegn.2019.01.001",
language = "English (US)",
volume = "26",
pages = "514--521",
journal = "Collegian",
issn = "1322-7696",
publisher = "Elsevier B.V.",
number = "5",
}