Department of Nursing and Physiotherapy, University of Lleida, Igualada, Spain.
Department of Nursing, University Rovira Virgili, Tarragona, Spain.
Nurse Educ Today. 2024 Nov;142:106334. doi: 10.1016/j.nedt.2024.106334. Epub 2024 Aug 2.
Debriefing as a learning activity aims to elevate participants' competence through communicative interaction. This activity is an integral component of any formative simulation. Thus, the primary objective of this study was to explore debriefing as a communicative experience in nursing students within the context of interactive virtual simulation. The secondary objectives were: 1) To investigate the typology of interactions based on participants' discourse and 2) To identify the actions that students use to develop knowledge during debriefing.
A qualitative exploratory study design involving six debriefing groups was conducted with 105 s-year nursing students. The debriefing sessions were analyzed following interactive virtual simulations in an in-person setting in the classroom. All sessions were recorded and transcribed verbatim. A mixed (deductive and inductive) content analysis approach was used.
A total of 2187 units of meaning were identified and categorized into 3 themes (interaction by participant, interaction by communicative action, and interaction by participant's communicative goal); nine subthemes (facilitator-student, student-student and student-facilitator; declarative - unidirectional, reactive - bidirectional and multidirectional-interactive; individualistic, competitive, and collaborative), and 5 categories (providing information; generating creative solutions; processing critical and deliberative information; positive interdependence and psychosocial relationships).
The students developed knowledge and practical communication skills, particularly reinforcing soft skills through collaborative interactions, predominantly multidirectional-interactive in nature. The facilitator and the interpersonal relationships among the participants fostered a safe and positive environment.
作为一种学习活动，汇报旨在通过交流互动来提高参与者的能力。这一活动是任何形成性模拟的组成部分。因此，本研究的主要目的是探讨在互动式虚拟模拟中护理学生的汇报作为一种交流体验。次要目标是：1）根据参与者的话语探讨互动的类型，2）确定学生在汇报中用于发展知识的行动。
采用定性探索性研究设计，在课堂实地环境中对六组汇报进行了研究，共有 105 名护理专业四年级学生参与。在进行了互动式虚拟模拟后对汇报进行了分析。所有会议都进行了录音和逐字记录。采用了混合（演绎和归纳）内容分析方法。
共确定了 2187 个意义单位，并将其分为 3 个主题（参与者的互动、参与者的交流行为的互动和参与者的交流目标的互动）；9 个子主题（促进者-学生、学生-学生和学生-促进者；陈述性-单向、反应性-双向和多向互动；个人主义、竞争和协作）和 5 个类别（提供信息、生成创造性解决方案、处理关键和审议信息、积极的相互依存和心理社会关系）。
学生发展了知识和实际沟通技巧，特别是通过协作互动，主要是多向互动，加强了软技能。促进者和参与者之间的人际关系营造了一个安全和积极的环境。
