Examining the Impact of Structured, Reflective Prebriefing on Student Performance During Simulation. Issue 6 (3rd November 2022)

• Record Type: Journal Article
• Authors: Watts, Sarah O.; Curtis, Amy; Ware, Katilya S.; Chidume, Tiffani; Jones, Meghan C.
• Is Part Of: Nursing education perspectives. Volume 43:Issue 6(2022)
• Page Start: E115
• Page End: E117
• Publication Date: 2022-11-03
• Subjects: Prebriefing -- Reflection-Before-Action -- Simulation; Nursing -- United States -- Periodicals; Nursing -- Periodicals; Nursing -- Study and teaching -- United States -- Periodicals; Education, Nursing; Nursing; Nursing; United States; Periodicals; Periodicals; 610.73071073
• DOI: 10.1097/01.NEP.0000000000001041
• Languages: English
• ISSNs: 1536-5026

Abstract

Abstract: Little is known about the impact of prebriefing on students' experiences of learning with simulation. This mixed-methods study evaluated the impact of prebriefing activities on nursing students' satisfaction, confidence, and performance of nursing skills during a simulation. Findings revealed students who experienced a structured, more robust prebriefing had improved performance during the simulation and reported higher levels of confidence and satisfaction in learning compared to a group that experienced a standard prebriefing. Findings are significant to the profession, they support the incorporation of structured, reflective prebriefing activities in simulation-based experiences.