Comparing the learning effects of debriefing modalities for the care of premature infants

The aim of this study was to compare the learning effects of debriefing methods used in the simulation of prematurity care by measuring: (i) academic self‐efficacy; (ii) confidence in performance; (iii) self‐assessed communication skills; and (iv) satisfaction. We employed a quasi‐experimental desig...

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Bibliographic Details
Published in:Nursing & health sciences 2020-06, Vol.22 (2), p.243-253
Main Authors: Lee, Myung‐Nam, Kim, Shin‐Jeong, Kang, Kyung‐Ah, Kim, Sunghee
Format: Article
Language:English
Subjects:
Adult
Communication skills
Debriefing
Efficacy
Feedback
Female
Humans
Infant, Premature
Infants
Intensive Care Units, Neonatal - organization & administration
Intensive Care Units, Neonatal - standards
Intensive Care Units, Neonatal - statistics & numerical data
Interprofessional Relations
Korea
Learning
learning outcomes
Male
Neonatal care
Neonatal nursing
Nursing
Nursing education
Premature babies
prematurity
Quality of care
Quasi-experimental methods
Republic of Korea
Self-Assessment
Service learning
Simulation
University students
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Summary:The aim of this study was to compare the learning effects of debriefing methods used in the simulation of prematurity care by measuring: (i) academic self‐efficacy; (ii) confidence in performance; (iii) self‐assessed communication skills; and (iv) satisfaction. We employed a quasi‐experimental design with three experimental groups that experienced instructor‐directed, self‐directed, and video‐assisted, self‐directed debriefing, respectively. Participants were 146 senior nursing students from three nursing schools. To compare learning effects, the same developed scenario for prematurity care was applied to all three groups. Significant differences were observed in the mean scores for the study variables among the three groups. The post‐hoc analysis showed that the video‐assisted, self‐directed debriefing group obtained the highest mean score difference for confidence in performance, self‐assessed communication skills, and satisfaction with the debriefing method. Thus, video‐assisted, self‐directed debriefing could be the most effective debriefing method for students.
ISSN:1441-0745
1442-2018
DOI:10.1111/nhs.12662