Version 1
: Received: 3 May 2022 / Approved: 10 May 2022 / Online: 10 May 2022 (10:02:40 CEST)
How to cite:
Yun, J.; Kang, I. The Effect of the Debriefing Method of Simulation Nursing Practice Education: A Literature Review. Preprints.org2022, 2022050133. https://doi.org/10.20944/preprints202205.0133.v1
Yun, J.; Kang, I. The Effect of the Debriefing Method of Simulation Nursing Practice Education: A Literature Review. Preprints.org 2022, 2022050133. https://doi.org/10.20944/preprints202205.0133.v1
Cite as:
Yun, J.; Kang, I. The Effect of the Debriefing Method of Simulation Nursing Practice Education: A Literature Review. Preprints.org2022, 2022050133. https://doi.org/10.20944/preprints202205.0133.v1
Yun, J.; Kang, I. The Effect of the Debriefing Method of Simulation Nursing Practice Education: A Literature Review. Preprints.org 2022, 2022050133. https://doi.org/10.20944/preprints202205.0133.v1
Abstract
This study aims to understand the contents of debriefing performance in simulation education and its results by comprehensively examining the learning performance of the education ac-cording to the difference in the debriefing methods employed in domestic and overseas nursing simulation training. This is a literature review conducted to identify the effect of debriefing of simulation nursing practice education. The existing literature was found in electronic databases using Pubmed, Embase, MEDLINE complete, PsycINFO, Web of Science, CINAHL, the Cochrane Library, KoreaMed, National Discovery for Science Leaders, and Research Information Sharing Service and the key words were “nurse,” “nursing student,” “simulation,” “simulator,” “stand-ardized patient,” “debriefing.” Finally, 32 studies were analyzed. All the studies were conducted from 2012 to 2021. A total of 11 RCT, 17 quasi-experimental studies, 3 mixed method studies and 1 pilot study were identified. The debriefing process used media, structured questionnaires, and a method of teaching or peer-led debriefing. The outcome variables that were statistically significant were skill, performance, knowledge, problem-solving competency, critical thinking disposition, clinical judgement, self-confidence, satisfaction, and debriefing quality evaluation. It is necessary to educate the debriefers who are responsible for strategy development and meeting effective debriefing goals.
Keywords
simulation practice; debriefing; literature review
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
