Investigating Students’ Lived Experience with Prebriefing Structure and Elements in Nursing Simulation Education

Prebriefing is a growing body of knowledge in nursing simulation education. It is recognized as an important factor in the simulation experience, however the practice of prebriefing varies widely making it difficult to understand what methods best prepare students for the simulation scenario. While research over the last decade has identified prebriefing increases confidence, skills, and clinical judgment, what content is important to include in prebriefing, or how it promotes the achievement of outcomes is under recognized.Implementing an intervention based on a pedagogically sound eight-week simulation clinical course, developed with the theoretical underpinnings of Vygotsky’s Zone of Proximal Development, Kolb’s Experiential Learning Theory, and Tanner’s Clinical Judgment model, the purpose of this phenomenological study was to explore the experience of undergraduate senior nursing students who participated in a uniquely structured prebriefing to elucidate the influence of the prebriefing components and elements throughout the simulation experience. Gadamerian hermeneutics provided the philosophical framework of the research as I have extensive knowledge related to the simulation process and how it contributes to the overall experience. The concepts of Tradition, language, and the human sciences provided the philosophical underpinnings of the study. Tradition employs a self-awareness, language provides the ability to interpret the understanding of data collected, and the human sciences provide recognition of the need to develop an understanding between myself and the student. The study took place at a private college in the Midwest. Purposive sampling was used to recruit nine senior students in a 15-month baccalaureate nursing program. Each student completed an eight-week simulation course in which a structured type of prebriefing was implemented. Because this is a simulation course, students experienced prebriefing seven times during an eight-week period, deepening students’ perspectives. A demographic survey was administered to each student to describe the sample. Face-to-face semi-structured interviews of approximately one hour were used to collect data over three months. Analysis using van Manen’s six-steps of hermeneutic phenomenological investigation was concurrent with data collection and continued for another three months. Each interview was recorded, transcribed verbatim, and reviewed for accuracy by both researcher and student. Journal notes were dictated as supplementary data to the research. The essence explicated from the patterns observed through the data analysis process was Linking Knowledge with Nursing Practice. This involved a multifaceted process of students’ experiences in becoming aware of their knowledge and how it is conveyed in nursing practice. It was conceptualized from four main themes: working through it, integrating preparation, expanding awareness, and acknowledging the task. In working through it, students explore their knowledge as it relates to preparing to care for a patient. Integrating preparation demonstrated the relationship between preparation and the remaining simulation experience, identifying the foundational support of preparation and the link to nursing practice. Expanding awareness exposed the perpetuating possibilities related to knowledge required to prepare to care for a patient, but upon that awareness provided students with self-confidence in the process. Lastly, acknowledging the task, revealed the similarities between structured prebriefing and preparing to care for a patient in a real nursing situation. The study findings indicate that a structured prebriefing implemented under a sound theoretical and pedagogically innovative approach to simulation promoted metacognitive and reflective processes that enhanced knowledge development and awareness throughout the simulation experience. These processes further promoted self-efficacy, psychological safety, developed team behaviors, promoted feelings of self-confidence, and provided recognition as to the role of prebriefing in nursing practice. The study findings provide a basis from which future research can build, recognize limitations related to current theoretical design, and present implications for future practice in order to progress the effectiveness of prebriefing during the simulation experience

Attitudes and knowledge as factors in job satisfaction in dementia caregivers

Bibliography: p. 56-6

Automatic generation of input masks for industrial processes

Import 19/04/2006Prezenční výpůjčkaVŠB - Technická univerzita Ostrava. Fakulta elektrotechniky a informatiky. Katedra (456) informatik

Cuckoo – using action research to record oral history

Objective: To describe use of the Action Research stages of Planning, Action and Reflection as a valuable framework for an artist when developing new work. Approach: Artists generally work intuitively in an Action Research model. This paper demonstrates this process over a number of years from the inception of a creative enquiry to the final development the audio piece Cuckoo. Conclusion: Careful thought and planning can coexist with the intuitive creative process delivering an artist to a conclusion otherwise not anticipated. The cycles of action research led me to delve deeper and question family history and it's relationship to power structures and institutions

Use of participatory research and photo-voice to support urban Aboriginal healthy eating

The aim of this research was to work collaboratively with an urban Aboriginal community to understand meanings of food and food insecurity and strengthen responses to this issue. The project took place at the Wathaurong Aboriginal Cooperative in Geelong, South Eastern Australia in 2009–2010. Photo-voice research methods were used to explore meanings of food and food insecurity. This identified that food selections were influenced by family harmony, collectivism and satiation of hunger with cheap high carbohydrate and fat foods. People were also proud of their hunter–gatherer heritage and saw the Wathaurong Aboriginal Cooperative as leaders in healthy food provision. Action research cycles were used to develop responses including plates depicting healthy food portions, social cooking opportunities, development of a cooking television series and a specialised cook-book. The partnership required researchers to listen carefully to respond to needs of the Wathaurong Aboriginal Cooperative, and this meant adapting research plans to suit the local environment and community partner needs. There is potential for Aboriginal organisations to provide further leadership for healthy eating and food security through workplace food policies and partnerships with food security agencies. Use of Aboriginal nutrition knowledge to provide nutrition education may be useful in health promotion approaches