- •We interviewed 24 expert debriefers from a variety of clinical backgrounds.
- •We explored their approach to video-assisted debriefing (VAD)- identifying 4
- ○How and when expert debriefers use VAD
- ○Impact of audiovisual systems
- ○Educational approaches to VAD
- ○Balancing benefits and challenges when using VAD
- •Expert debriefers consider VAD an adjunct to facilitation of the debriefing.
- •Expert debriefers adapted the VAD in their practices according to given contexts.
Debriefing is a significant component of simulation-based education. Video-assisted debriefing (VAD) refers to the use of audiovisual capture and review to support participants' learning after simulations. With technological advances, VAD is increasingly accessible. However, there are challenges associated with optimal use. We sought expert debriefers' views on their practices of VAD.
Expert debriefers who work with manikin-based immersive simulation were peer nominated by simulation education experts. Twenty-four debriefers participated in semistructured interviews. VAD inductively emerged as a significant category from transcripts. All extracts pertaining to VAD were extracted and analyzed using thematic and content analysis.
Thematic analysis explored (a) how and when expert debriefers use video in debriefing, (b) impact of audiovisual systems, (c) educational approaches to VAD, and (d) debriefers balancing benefits and challenges using VAD.
Overall, this study indicates that expert debriefers share a belief that video is an adjunct to debriefing. VAD use is variable from almost always to very rarely used. Analysis suggests that optimal use of VAD in a single debrief is at most a few short clips, with learners oriented to the educational purpose of the particular extracts.
To read this article in full you will need to make a payment
Purchase one-time access:Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
One-time access price info
- For academic or personal research use, select 'Academic and Personal'
- For corporate R&D use, select 'Corporate R&D Professionals'
Subscribe:Subscribe to Clinical Simulation In Nursing
Already a print subscriber? Claim online access
Already an online subscriber? Sign in
Register: Create an account
Institutional Access: Sign in to ScienceDirect
- Looking in the mirror: Self-debriefing versus instructor debriefing for simulated crises.Critical Care Medicine. 2011; 39: 1377-1381https://doi.org/10.1097/CCM.0b013e31820eb8be
- Using thematic analysis in psychology.Qualitative Research in Psychology. 2006; 3: 77-101https://doi.org/10.1191/1478088706qp063oa
- Effect of videotape feedback on anaesthetists' performance while managing simulated anaesthetic crises: A multicentre study.Anaesthesia. 2002; 57 (Retrieved from): 176-179
- Debriefing for technology-enhanced simulation: A systematic review and meta-analysis.Medical Education. 2014; 48: 657-666https://doi.org/10.1111/medu.12432
- Comparison of simulation debriefing methods.Clinical Simulation in Nursing. 2012; 8: e281-e288https://doi.org/10.1016/j.ecns.2010.12.005
- So many roads: Facilitated debriefing in healthcare.Simulation in Healthcare: Journal of the Society for Simulation in Healthcare. 2006; 1 (Retrieved from): 23-25
- Using debriefing for meaningful learning to foster development of clinical reasoning in simulation.The Journal of Nursing Education. 2012; 51: 326-333https://doi.org/10.3928/01484834-20120409-02
- Successful debriefing—Best methods to achieve positive learning outcomes: A literature review.Nurse Education Today. 2013; https://doi.org/10.1016/j.nedt.2013.06.026
- The role of debriefing in simulation-based learning.Simulation in Healthcare: Journal of the Society for Simulation in Healthcare. 2007; 2: 115-125https://doi.org/10.1097/SIH.0b013e3180315539
- Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development.International Journal of Qualitative Methods. 2006; 5 (Retrieved from): 80-92
- A 2010 survey of the INACSL membership about simulation use.Clinical Simulation in Nursing. 2012; https://doi.org/10.1016/j.ecns.2012.01.002
- Using video-facilitated feedback to improve student performance following high-fidelity simulation.Clinical Simulation in Nursing. 2010; 6: e177-e184https://doi.org/10.1016/j.ecns.2009.09.001
- Talking about pictures: A case for photo elicitation.Visual Studies. 2002; : 37-41https://doi.org/10.1080/1472586022013734
- Creating safety by strengthening clinicians' capacity for reflexivity.BMJ Quality & Safety. 2011; 20: i83-i86https://doi.org/10.1136/bmjqs.2010.046714
Jolly, B., Nestel, D., & Sprick, C. (2012). Module C2: Training simulation educators, The NHET-Sim Program. Retrieved from http://www.nhet-sim.edu.au/
- A systematic review of the effectiveness of simulation debriefing in health professional education.Nurse Education Today. 2013; 34: e58-e63https://doi.org/10.1016/j.nedt.2013.09.020
- The power of video recording: Taking quality to the next level.JAMA: The Journal of the American Medical Association. 2013; 309: 1591-1592https://doi.org/10.1001/jama.2013.595
- Simulation in healthcare education: A best evidence practical guide. AMEE guide No. 82.Medical Teacher. 2013; 35: e1511-e1530https://doi.org/10.3109/0142159X.2013.818632
- Data reduction techniques for large qualitative data sets.in: Guest G. MacQueen K.M. Handbook for team-based qualitative research. AltaMira Press, 2007: 137-163 (Retrieved from)http://books.google.com/books?hl=en&lr=&id=kfFuAAAAQBAJ&oi=fnd&pg=PA137&dq=Data+Reduction+Techniques+for+Large+Qualitative+Data+Sets&ots=dHV5Ts5ngx&sig=hTu4mTE8mIy2E2x8NYeTCrnDxrU
- AusSETT—The Australian Simulation Educator and Technician/coordinator Training program.2012 (Retrieved November 01, 2012, from)
- Simulation and CRM.Best Practice & Research Clinical Anaesthesiology. 2011; 25: 239-249https://doi.org/10.1016/j.bpa.2011.02.003
- Research regarding debriefing as part of the learning process.Simulation in Healthcare: Journal of the Society for Simulation in Healthcare. 2011; 6: 52-57https://doi.org/10.1097/SIH.0b013e31822724d0
- Focus on research methods-whatever happened to qualitative description?.Research in Nursing and Health. 2000; (Retrieved from): 334-340
- Value of debriefing during simulated crisis management: Oral versus video-assisted oral feedback.Anesthesiology. 2006; (Retrieved from): 279-285http://journals.lww.com/anesthesiology/Abstract/2006/08000/Value_of_Debriefing_during_Simulated_Crisis.10.aspx
- The effectiveness of video-assisted debriefing versus oral debriefing alone at improving neonatal resuscitation performance: A randomized trial.Simulation in Healthcare: Journal of the Society for Simulation in Healthcare. 2012; 7: 213-221https://doi.org/10.1097/SIH.0b013e3182578eae
- Personalized oral debriefing versus standardized multimedia instruction after patient crisis simulation.Anesthesia and Analgesia. 2009; 109: 183-189https://doi.org/10.1213/ane.0b013e3181a324ab
The work is attributed to the School of Rural Health, HealthPEER, Faculty of Medicine, Nursing and Health Sciences, Monash University, Australia.
© 2015 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.