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
119 participants
INTERVENTIONAL
2023-01-10
2023-04-10
Brief Summary
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A total of 186 ICU nurses working in a training and research hospital participated in the study. Researchers will compare learning conversation (LC)-based, 3D model-based, and standard debriefing methods on critical thinking, debriefing experience, and satisfaction.
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
SUPPORTIVE_CARE
NONE
Study Groups
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LC-Based Debriefing
LC-based debriefing session in one intervention group.
LC-Based Debriefing
LC-based debriefing encourages reflection by allowing learners to identify and explore topics of particular interest. The model is defined as a structured post-event LC, which is useful for improving competence, professional development, and clinical judgment among intensive care unit and trauma nurses. The model is useful not only for one recipient by allowing reflection on positive and negative experiences but also for the whole group by allowing them to make connections to their own practice that day or to previous experiences, supporting teamwork. It also helps them understand what good practice is by doing their own self-assessment with peers' benchmarking.
3D Model-Based Debriefing
One facilitator conducted a 3D model-based debriefing session in the other intervention group.
3D Model-Based Debriefing
The model has three parts: defusing, discovering, and deepening. The experiential learning theory on which this model is based facilitates learning goals. This model allows its participants to create new mental models for future practice, develop critical thinking skills, and identify knowledge gaps. In the model, a debriefing session starts with preliminary information and ends with a summary of what has been learned. Participants' gaps in understanding and learning are identified, and how they can apply their learnings to practice is discussed.
Standard Debriefing
One facilitator conducted a non-model-based unstructured debriefing session in the control group
No interventions assigned to this group
Interventions
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LC-Based Debriefing
LC-based debriefing encourages reflection by allowing learners to identify and explore topics of particular interest. The model is defined as a structured post-event LC, which is useful for improving competence, professional development, and clinical judgment among intensive care unit and trauma nurses. The model is useful not only for one recipient by allowing reflection on positive and negative experiences but also for the whole group by allowing them to make connections to their own practice that day or to previous experiences, supporting teamwork. It also helps them understand what good practice is by doing their own self-assessment with peers' benchmarking.
3D Model-Based Debriefing
The model has three parts: defusing, discovering, and deepening. The experiential learning theory on which this model is based facilitates learning goals. This model allows its participants to create new mental models for future practice, develop critical thinking skills, and identify knowledge gaps. In the model, a debriefing session starts with preliminary information and ends with a summary of what has been learned. Participants' gaps in understanding and learning are identified, and how they can apply their learnings to practice is discussed.
Eligibility Criteria
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Inclusion Criteria
* Beclohers degree graduated
* 22- 55 years
* min 1 year to work as a nurse
* open to communication
23 Years
49 Years
ALL
Yes
Sponsors
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Sakarya University
OTHER
Responsible Party
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özlem doğu
Associate Professor
Locations
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Sakarya Training and Research Hospital
Sakarya, , Turkey (Türkiye)
Countries
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References
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Abu-Sultaneh S, Whitfill T, Rowan CM, Friedman ML, Pearson KJ, Berrens ZJ, Lutfi R, Auerbach MA, Abulebda K. Improving Simulated Pediatric Airway Management in Community Emergency Departments Using a Collaborative Program With a Pediatric Academic Medical Center. Respir Care. 2019 Sep;64(9):1073-1081. doi: 10.4187/respcare.06750. Epub 2019 Apr 23.
Almomani E, Sullivan J, Hijjeh M, Attlallah K. The perceived relationship between reflective learning conversation and clinical reasoning skills amongst critical care and trauma nurses: A cross sectional parallel mixed method. Nurse Educ Today. 2021 Oct;105:105044. doi: 10.1016/j.nedt.2021.105044. Epub 2021 Jul 2.
Baldwin LJ, Jones CM, Hulme J, Owen A. Use of the learning conversation improves instructor confidence in life support training: An open randomised controlled cross-over trial comparing teaching feedback mechanisms. Resuscitation. 2015 Nov;96:199-207. doi: 10.1016/j.resuscitation.2015.08.010. Epub 2015 Aug 24.
Dochez V, Beringue F, Legendre G, Jeanneteau P, Rolland D, Coutin AS, Collin R, Boulvais E, Malo L, Chupin AM, Cousin B, Flamant C, Winer N. Assessment of a multiprofessional training programme by in situ simulation in the maternity units of the Pays de Loire regional perinatal network. J Gynecol Obstet Hum Reprod. 2021 Sep;50(7):102107. doi: 10.1016/j.jogoh.2021.102107. Epub 2021 Mar 8.
Kang K, Yu M. Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study. Nurse Educ Today. 2018 Jun;65:67-73. doi: 10.1016/j.nedt.2018.02.030. Epub 2018 Mar 2.
Lee J, Lee H, Kim S, Choi M, Ko IS, Bae J, Kim SH. Debriefing methods and learning outcomes in simulation nursing education: A systematic review and meta-analysis. Nurse Educ Today. 2020 Apr;87:104345. doi: 10.1016/j.nedt.2020.104345. Epub 2020 Jan 16.
Niu Y, Liu T, Li K, Sun M, Sun Y, Wang X, Yang X. Effectiveness of simulation debriefing methods in nursing education: A systematic review and meta-analysis. Nurse Educ Today. 2021 Dec;107:105113. doi: 10.1016/j.nedt.2021.105113. Epub 2021 Aug 27.
Reed SJ. Written debriefing: Evaluating the impact of the addition of a written component when debriefing simulations. Nurse Educ Pract. 2015 Nov;15(6):543-8. doi: 10.1016/j.nepr.2015.07.011. Epub 2015 Aug 5.
Villemure C, Georgescu LM, Tanoubi I, Dube JN, Chiocchio F, Houle J. Examining perceptions from in situ simulation-based training on interprofessional collaboration during crisis event management in post-anesthesia care. J Interprof Care. 2019 Mar-Apr;33(2):182-189. doi: 10.1080/13561820.2018.1538103. Epub 2018 Nov 5.
Other Identifiers
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Different Debriefing Methods
Identifier Type: -
Identifier Source: org_study_id
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