Effects of Constructive Debriefing on Procedural Skills and Satisfaction of Nursing Students in Low Fidelity Context. A Randomized Controlled Trial.
NCT ID: NCT04992091
Last Updated: 2021-08-05
Study Results
The study team has not published outcome measurements, participant flow, or safety data for this trial yet. Check back later for updates.
Basic Information
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COMPLETED
NA
34 participants
INTERVENTIONAL
2019-08-05
2020-05-28
Brief Summary
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Method: The randomized controlled (Parallel double blinded) trial design was used.
Participant: Out of 51 approached, 34 students were selected from the list of participants by a data collector using simple random sampling technique. Following, block randomization was applied using Microsoft Excel to create two equivalent (n=17) groups i.e. experimental and non-experimental.
Setting: The study was conducted in private college of nursing Islamabad Pakistan Intervention: The experimental group received constructive debriefing and non-experimental group received the traditional debriefing. The data were collected using suctioning, sterile dressing skills checklist, and debriefing reflection subscale of Satisfaction with Simulation Experience Scale.
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
OTHER
DOUBLE
Study Groups
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CONSTRUCTIVE DEBRIEFING
interventional group
constructive debriefing
Constructive debriefing was applied to an interventional group Traditional debriefing was applied on noninterventional group
traditional debriefing
noninterventional group
No interventions assigned to this group
Interventions
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constructive debriefing
Constructive debriefing was applied to an interventional group Traditional debriefing was applied on noninterventional group
Other Intervention Names
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Eligibility Criteria
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Inclusion Criteria
Exclusion Criteria
20 Years
27 Years
ALL
Yes
Sponsors
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Shifa Tameer-e-Millat University
OTHER
Responsible Party
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Bushra Sultan
Bushra Sultan
Locations
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Bushra
Islamabad, Punjab Province, Pakistan
Countries
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Other Identifiers
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IRB# 264-754-2019
Identifier Type: -
Identifier Source: org_study_id
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