Roh Young Sook, Kelly Michelle, Ha Eun Ho
Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea.
School of Nursing, Midwifery & Paramedicine, Curtin University, Australia.
Nurs Health Sci. 2016 Jun;18(2):238-45. doi: 10.1111/nhs.12259. Epub 2016 Feb 1.
Despite its widespread support, the most effective simulation-based debriefing method has little evidence to support its efficacy. In this study, we compared the effect of peer-led and instructor-led debriefing among nursing students. The study was conducted with a non-equivalent control group using a pretest-post-test design. A convenience sample of third-year nursing students was used for the study, where 65 students enrolled in a 2-week clinical placement rotation were randomly assigned to the instructor-led group or peer-led group. The quality of cardiopulmonary resuscitation skills, satisfaction with simulation, and quality of debriefing in the peer-led group were compared to those in the instructor-led group. Group differences at each testing interval were analyzed using independent t-test. Nursing students in the instructor-led debriefing group showed better subsequent cardiopulmonary resuscitation performance, more satisfaction with simulation experience, and higher debriefing scores compared to the peer-led group. From our study, instructor-led debriefing is an effective method in improving skills performance, inducing favorable satisfaction, and providing better quality of debriefing among nursing students.
尽管基于模拟的汇报方法得到了广泛支持，但最有效的此类方法却几乎没有证据支持其有效性。在本研究中，我们比较了同伴主导和教师主导的汇报对护生的影响。本研究采用非等效对照组的前测-后测设计。以三年级护生的便利样本进行研究，将65名参加为期2周临床实习轮转的学生随机分配到教师主导组或同伴主导组。将同伴主导组的心肺复苏技能质量、对模拟的满意度以及汇报质量与教师主导组进行比较。使用独立t检验分析每个测试间隔的组间差异。与同伴主导组相比，教师主导汇报组的护生在后续心肺复苏表现上更好，对模拟体验更满意，汇报得分更高。从我们的研究来看，教师主导的汇报是提高护生技能表现、产生良好满意度并提供更高质量汇报的有效方法。
