| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 2647055 | Clinical Simulation in Nursing | 2012 | 8 Pages |
BackgroundDebriefing following clinical nursing simulation plays a critical role in student learning. Methods of debriefing include verbal feedback or video-assisted verbal discussion that allows reflection-on-action and should immediately follow the simulation exercise to assist the students in assessing their performance.MethodsA comparative, crossover design was used. Students in an undergraduate critical care course were randomly divided into two groups. Both groups participated in a standardized simulation, and then one group received only verbal debriefing (V) and the other received video-assisted verbal debriefing (VA+V). Outcomes measured included quality of student skills (assessment and psychomotor), skills response time, and knowledge retention.ResultsQuality of skill improvement was higher and response times were faster for students in the VA+V group (time to initiate cardiopulmonary resuscitation, time to shock, and time to resuscitation. Higher knowledge retention was seen in the V group.ConclusionsVA+V positively affects nursing skills and response times. Knowledge retention was more positively affected by V.
