Survey of factors influencing learner engagement with simulation debriefing among nursing students.

Simulation-based education has escalated worldwide, yet few studies have rigorously explored predictors of learner engagement with simulation debriefing. The purpose of this cross-sectional, descriptive survey was to identify factors that determine learner engagement with simulation debriefing among nursing students. A convenience sample of 296 Korean nursing students enrolled in the simulation-based course completed the survey. A total of five instruments were used: (i) Characteristics of Debriefing; (ii) Debriefing Assessment for Simulation in Healthcare - Student Version; (iii) The Korean version of the Simulation Design Scale; (iv) Communication Skills Scale; and (v) Clinical-Based Stress Scale. Multiple regression analysis was performed using the variables to investigate the influencing factors. The results indicated that influencing factors of learning engagement with simulation debriefing were simulation design, confidentiality, stress, and number of students. Simulation design was the most important factor. Video-assisted debriefing was not a significant factor affecting learner engagement. Educators should organize and conduct debriefing activities while considering these factors to effectively induce learner engagement. Further study is needed to identify the effects of debriefing sessions targeting learners' needs and considering situational factors on learning outcomes.

Roh YS ，Jang KI 《-》

Factors Affecting Nursing Students' Reflective Thinking During Simulation Debriefing.

Although reflective thinking is regarded as an important learning aspect of debriefing, the factors that can affect reflective thinking during simulation debriefing remain unclear. This study aimed to identify factors affecting reflective thinking during simulation debriefing among nursing students. This study used a cross-sectional descriptive survey design with a convenience sample of 198 Korean nursing students. Participants completed a structured web-based self-administered questionnaire regarding the reflective learning continuum, psychological safety, learner communications skills, and debriefing process design. Multiple regression analyses were used to identify the factors affecting reflective thinking. Significant factors were debriefing process design, learner communication skills, student-to-student interactions, and instructor-to-student interactions. Psychological safety did not affect the reflective thinking of nursing students. Nurse educators should design and implement strategies to maintain effective debriefing processes, improve communication skills, and facilitate student-to-student and instructor-to-student interactions to promote reflective thinking during simulation debriefing.

Kim G ，Issenberg SB ，Roh YS 《-》

Factors influencing learner satisfaction with team-based learning among nursing students.

In this study, learner satisfaction was described, and factors influencing satisfaction with team-based learning were identified. This was a cross-sectional, descriptive survey study. Two separate 2 h team-based, learning sessions, consisting of preparation, readiness assurance, and application, were given to a cohort of 139 second year nursing students in 2010 and 263 students in 2011, respectively. At the end of the learning sessions, participants completed a self-administered questionnaire regarding their learning experience. Nursing students were generally satisfied with team-based learning. Multiple regression analysis revealed that the learning process significantly affected learner satisfaction compared to pre-assignment, course content, peer evaluation, and team activity. According to these results, team-based learning facilitators should organize and conduct team-based learning activities, while also considering instructional design factors, to help students learn effectively.

Roh YS ，Lee SJ ，Mennenga H 《-》

Comparison of student self-debriefing versus instructor debriefing in nursing simulation: A quasi-experimental study.

Student self-debriefing promotes self-confidence, helps to increase clinical performance, and is a more cost-effective method than is traditional instructor-led debriefing in simulation-based learning. This study compared the effectiveness of debriefing-in terms of the problem-solving process, team effectiveness, debriefing assessment, and debriefing satisfaction-between an experimental group who received both student self-debriefing (SSD) and instructor debriefing (ID) and a control group who received only instructor debriefing. This quasi-experimental study used a pretest-posttest non-equivalent control group design. Two universities in South Korea. A convenience sample of 123 senior nursing students. The data were collected between 15 April and 9 June 2016. Differences in the problem-solving process, team effectiveness, debriefing assessment, and debriefing satisfaction between the SSD + ID group and the ID-only group were measured. The SSD + ID group showed significant improvements in the problem-solving process (t = 4.32, p < .001) and debriefing satisfaction (t = 3.19, p = .002), but not in debriefing assessment (t = 1.67, p = .097) or team effectiveness (t = 1.84, p = .069) compared to ID-only group. Specifically, as the number of student sessions increased, we observed significant differences in problem-solving ability (F = 9.44, p < .001), debriefing satisfaction (F = 7.78, p < .001), and the subdomains of debriefing assessment: 'maintains an engaging environment' (F = 3.78, p = .025), 'structures the debriefing in an organized way' (F = 4.27, p = .016), and 'helps trainees achieve or sustain future performance' (F = 3.17, p = .045). Our results can be used to develop guidelines for effective debriefing following simulation in nursing education. Specifically, combining SSD and ID in simulation debriefing and increasing the number of SSD sessions could help improve the problem-solving process and debriefing satisfaction among nursing students.

Kang K ，Yu M 《-》

Attitudes toward Video-Assisted Debriefing after simulation in undergraduate nursing students: an application of Q methodology.

Video-Assisted Debriefing (VAD) provides an affirmative self-reflection through reviewing what went right, what went wrong, what had to be done, and what should be done in the future. To identify attitudes toward Video-Assisted Debriefing after a simulation in undergraduate nursing students. Q-methodology, which has been identified as a method for the analysis of subjective viewpoints and to have the strengths of both qualitative and quantitative methods, was used. College of Nursing in Seoul. A convenience P-sample consisting of 44 third-year undergraduate nursing students. Thirty-nine selected Q-statements from each of 44 participants (P-sample) were classified into the shape of a normal distribution using a 9-point bipolar scale from -4 for strongly disagree to +4 for strongly agree. The collected data were analyzed using the pc-QUANL program. Three discrete factors emerged: Factor I (VAD helps self-reflection; strategic view), Factor II (VAD makes us tired and humiliated; reluctant view), and Factor III (VAD boosts self-confidence; forward view). The findings could be used as a cornerstone for application of customized debriefing method to undergraduate nursing students. Debriefing techniques considering student's individual learning style.

Ha EH 《-》