Department of Nursing, Faculty of Health Sciences, University of Granada, Granada 18016, Spain; Instituto de Investigación Biosanitaria ibs. GRANADA, Granada, Spain.
Functional Area of Health and Social Policy, Subdelegation of the Government of Almería, Almería, Spain.
Nurse Educ Pract. 2024 Feb;75:103901. doi: 10.1016/j.nepr.2024.103901. Epub 2024 Jan 24.
We aimed to compare the debriefing experience, simulation assessment, reflection, anxiety and simulation satisfaction of using oral debriefing versus video-assisted debriefing after a simulated clinical session in an interdisciplinary cohort of health sciences students.
Debriefing is a reflective process that takes place after a clinical simulation and that can be performed either in a traditional way (oral) or using video-assisted debriefing.
A randomized controlled trial was conducted in 143 health sciences students (35.7% male, 61.5% female).
The simulation scenario was designed to evaluate the procedure for donning and doffing personal protective equipment. Differences in debriefing experience, simulation assessment, reflection, anxiety and satisfaction were assessed.
Regarding debriefing experience, significant differences were observed for the category "learning" (34.9 (6.13) vs. 36.7 (3.89); p = 0.039). For simulation assessment, significantly higher scores for all categories were identified in video-assisted debriefing compared with oral debriefing (p<0.001). There were also significant differences between the oral debriefing versus video-assisted debriefing for the overall score of reflection ability (86.97 (10.55) vs. 90.74 (9.67); p=0.028) as well as for the category "reflective communication" (24.72 (3.77) vs 26.04 (4.07); p=0.047). Perceived satisfaction was significantly higher in the video-assisted debriefing group compared with oral debriefing group (p <0.001). For anxiety, no significant differences were observed between debriefing groups.
Video-assisted debriefing after a simulated clinical session improves debriefing experience, simulation assessment, reflection and simulation satisfaction, but does not increase anxiety compared with oral debriefing among health sciences students.
我们旨在比较口头汇报和视频辅助汇报在跨学科健康科学学生群体模拟临床课程后的汇报体验、模拟评估、反思、焦虑和模拟满意度。
汇报是临床模拟后进行的反思过程，可以通过传统方式（口头）或使用视频辅助汇报来进行。
在 143 名健康科学学生（35.7%男性，61.5%女性）中进行了一项随机对照试验。
模拟场景旨在评估穿戴和脱下个人防护设备的程序。评估了汇报体验、模拟评估、反思、焦虑和满意度的差异。
在汇报体验方面，“学习”类别存在显著差异（34.9（6.13）与 36.7（3.89）；p=0.039）。在模拟评估方面，与口头汇报相比，视频辅助汇报在所有类别中均获得了更高的分数（p<0.001）。在口头汇报和视频辅助汇报之间，反思能力的总分也存在显著差异（86.97（10.55）与 90.74（9.67）；p=0.028），以及“反思性沟通”类别（24.72（3.77）与 26.04（4.07）；p=0.047）。与口头汇报组相比，视频辅助汇报组的感知满意度显著更高（p<0.001）。对于焦虑，汇报组之间没有观察到显著差异。
与口头汇报相比，视频辅助汇报在跨学科健康科学学生群体模拟临床课程后，可提高汇报体验、模拟评估、反思和模拟满意度，但不会增加焦虑。
