17
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Post-simulation debriefing as a stepping stone to self-reflection and increased awareness — a qualitative study

      research-article

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Background

          The voice of the students should be engaged in simulation curriculum development. Involving the students in the development of debriefing strategies might result in a deeper understanding of learning. However, few studies have investigated the students’ perspectives on debriefing strategies. The aim of the study was to explore nursing students’ perspectives on the post-simulation debriefing.

          Methods

          An explorative, descriptive design with a qualitative approach was used. Data were collected in December 2017 and May 2018 through focus group interviews with undergraduate nursing students in Norway immediately after a 2-day high-fidelity simulation course in the second year of their Bachelor of Nursing degree. Data were analysed using systematic text condensation.

          Results

          Thirty-two nursing students participated in the study. The data analysis identified two main categories. The category ‘ Facilitator as a catalyst for reflection’ illustrated the facilitator’s multifaceted and vital role in initiating and guiding the students’ reflection process in the debriefing. The category ‘ A process towards increased awareness’ encompasses the students’ guided process of acquiring new insight into their professional development, and how they put parts together to see the wholeness in what was simulated.

          Conclusions

          This study provides knowledge to facilitators regarding nursing students’ perspectives on facilitating reflection and learning during debriefing discussions. The facilitator’s multifaceted role in guiding the students’ reflections and their process of acquiring new insight into their professional development were identified as critical to learning during debriefing.

          Supplementary Information

          The online version contains supplementary material available at 10.1186/s41077-024-00306-2.

          Related collections

          Most cited references55

          • Record: found
          • Abstract: found
          • Article: not found

          Systematic text condensation: a strategy for qualitative analysis.

          To present background, principles, and procedures for a strategy for qualitative analysis called systematic text condensation and discuss this approach compared with related strategies. Giorgi's psychological phenomenological analysis is the point of departure and inspiration for systematic text condensation. The basic elements of Giorgi's method and the elaboration of these in systematic text condensation are presented, followed by a detailed description of procedures for analysis according to systematic text condensation. Finally, similarities and differences compared with other frequently applied methods for qualitative analysis are identified, as the foundation of a discussion of strengths and limitations of systematic text condensation. Systematic text condensation is a descriptive and explorative method for thematic cross-case analysis of different types of qualitative data, such as interview studies, observational studies, and analysis of written texts. The method represents a pragmatic approach, although inspired by phenomenological ideas, and various theoretical frameworks can be applied. The procedure consists of the following steps: 1) total impression - from chaos to themes; 2) identifying and sorting meaning units - from themes to codes; 3) condensation - from code to meaning; 4) synthesizing - from condensation to descriptions and concepts. Similarities and differences comparing systematic text condensation with other frequently applied qualitative methods regarding thematic analysis, theoretical methodological framework, analysis procedures, and taxonomy are discussed. Systematic text condensation is a strategy for analysis developed from traditions shared by most of the methods for analysis of qualitative data. The method offers the novice researcher a process of intersubjectivity, reflexivity, and feasibility, while maintaining a responsible level of methodological rigour.
            Bookmark
            • Record: found
            • Abstract: not found
            • Book: not found

            Nursing research. Generating and assessing evidence for nursing practice

              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Use of simulation-based learning in undergraduate nurse education: An umbrella systematic review

              To conduct a systematic review to appraise and review evidence on the impact of simulation-based education for undergraduate/pre-licensure nursing students, using existing reviews of literature.
                Bookmark

                Author and article information

                Contributors
                sissel.i.husebo@uis.no
                Journal
                Adv Simul (Lond)
                Adv Simul (Lond)
                Advances in Simulation
                BioMed Central (London )
                2059-0628
                13 August 2024
                13 August 2024
                2024
                : 9
                : 33
                Affiliations
                [1 ]Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, ( https://ror.org/02qte9q33) Post Box 8600, 4036 Stavanger, Norway
                [2 ]Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, Research Group Clinical Competence in Nursing Education, University of South-Eastern Norway, ( https://ror.org/05ecg5h20) Post Box 4, 3199 Borre, Norway
                Author information
                http://orcid.org/0000-0001-5053-5730
                Article
                306
                10.1186/s41077-024-00306-2
                11320937
                39138538
                66d2fb30-7c7d-46d7-a726-32bbfc3522ab
                © The Author(s) 2024

                Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                History
                : 3 April 2024
                : 7 August 2024
                Funding
                Funded by: University of Stavanger & Stavanger University Hospital
                Categories
                Research
                Custom metadata
                © Society in Europe for Simulation Applied to Medicine (SESAM) and BioMed Central Ltd. 2024

                debriefing,facilitator,focus group interviews,nursing students,reflection,reflective practice,simulation-based learning,systematic text condensation,qualitative study

                Comments

                Comment on this article

                scite_
                0
                0
                0
                0
                Smart Citations
                0
                0
                0
                0
                Citing PublicationsSupportingMentioningContrasting
                View Citations

                See how this article has been cited at scite.ai

                scite shows how a scientific paper has been cited by providing the context of the citation, a classification describing whether it supports, mentions, or contrasts the cited claim, and a label indicating in which section the citation was made.

                Similar content308

                Most referenced authors427