Nursing Caries, Satisfaction, Simulation of Physical Illness
Conditions
Keywords
in-situ simulation, critical thinking, debriefing, nurse, intensive care
Brief summary
The goal of this pre-test-post-test randomized controlled experimental study is to examined the effects of the learning conversation (LC)-based, 3D model-based, and standard debriefing methods on critical thinking, debriefing experience, and satisfaction after in-situ simulation among intensive care unit (ICU) nurses. A total of 186 ICU nurses working in a training and research hospital participated in the study. Researchers will compare learning conversation (LC)-based, 3D model-based, and standard debriefing methods on critical thinking, debriefing experience, and satisfaction.
Interventions
BEHAVIORALLC-Based Debriefing
LC-based debriefing encourages reflection by allowing learners to identify and explore topics of particular interest. The model is defined as a structured post-event LC, which is useful for improving competence, professional development, and clinical judgment among intensive care unit and trauma nurses. The model is useful not only for one recipient by allowing reflection on positive and negative experiences but also for the whole group by allowing them to make connections to their own practice that day or to previous experiences, supporting teamwork. It also helps them understand what good practice is by doing their own self-assessment with peers' benchmarking.
BEHAVIORAL3D Model-Based Debriefing
The model has three parts: defusing, discovering, and deepening. The experiential learning theory on which this model is based facilitates learning goals. This model allows its participants to create new mental models for future practice, develop critical thinking skills, and identify knowledge gaps. In the model, a debriefing session starts with preliminary information and ends with a summary of what has been learned. Participants' gaps in understanding and learning are identified, and how they can apply their learnings to practice is discussed.
Sponsors
Sakarya University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
23 Years to 49 Years
Healthy volunteers
Yes
Inclusion criteria
* Volunterring * Beclohers degree graduated * 22- 55 years * min 1 year to work as a nurse * open to communication
Exclusion criteria
* individuals outside the inclusion criteria
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Examined criticical thinking knownledge test score of intervention and control groups | 2 months | The criticical thinking knownledge test was also created by the researchers and comprised 10 questions about learning objectives and critical thinking, particularly regarding decision-making while performing elimination, nutritional, and respiratory activities of ICU patients. |
| Determinating satisfaction scores of intervention and control groups | 2 months | A visual analog scale (0 = not at all satisfied, 10 = very satisfied), the participants were asked to rate their satisfaction. |
| Determinating debriefing experince score of intervention and control groups | 2 months | The Debriefing Experience Scale consists of 20 items and is a 5-point Likert-type scale. It consists of two parts-experience with debriefing and importance of items-and four subscales-analyzing thoughts and feelings, learning and making connections, facilitator skill in conducting the debriefing, and appropriate facilitator guidance. A high score on the scale indicates increased gains from the debriefing experience |
Countries
Turkey (Türkiye)
Outcome results
None listed