Using Video-Facilitated Feedback to Improve Student Performance Following High-Fidelity Simulation
published online 18 December 2009. Corrected Proof
Abstract
Background
This pilot study evaluated the effect of videotape-facilitated human patient simulator (HPS) practice and guidance on clinical performance indicators.
Method
Nursing and nurse anesthetist students in the treatment group (n = 20) participated in HPS practice and guidance using videotape-facilitated debriefing, and the control group (n = 20) participated in HPS practice and guidance using oral debriefing alone.
Results
Students in the intervention group were significantly more likely to demonstrate desirable behaviors concerning patient identification, team communication, and vital signs. The role students played in the simulation significantly impacted their performance. When scores of both the intervention and control groups were combined, team leaders, airway managers, and nurse anesthetists had higher mean total performance scores than crash cart managers, recorders, or medication nurses.
Conclusion
Video-facilitated simulation feedback is potentially a useful tool in increasing desirable clinical behaviors in a simulated environment.
1School of Nursing, University of Alabama at Birmingham, Birmingham, Alabama, USA, 35205
2Departments of Clinical and Diagnostic Sciences and Anesthesiology, University of Alabama at Birmingham, Birmingham, Alabama, USA, 35205
3School of Health Professions and School of Nursing, University of Alabama at Birmingham, Birmingham, Alabama, USA, 35205
Cite this article: Grant, J. S., Moss, J., Epps, C., & Watts, P. (2009, MONTH). Using video-facilitated feedback to improve student performance following high-fidelity simulation. Clinical Simulation in Nursing, VOL(X), xxx-xxx. doi: 10.1016/j.ecns.2009.09.001
ABSTRACT