- •Implementing structured prebriefing activities including concept mapping and fiction contract resulted in improvement of team psychological safety and cardiopulmonary resuscitation performance.
- •Academic safety scores including two subscales—1) academic safety and comfort and 2) anxiety—were compared of which only academic safety and comfort subscale showed significant improvements.
- •Our results did not support the effect of structured prebriefing activities on satisfaction with debriefing.
Prebriefing is an essential strategy recommended for simulation-based education for learner's psychological safety and learning outcomes.
The experimental group received prebriefing activities consisting of skills practice, scenario review and concept mapping, orientation on simulation environment and equipment, and fiction contract. Control group had the same prebriefing activities except concept mapping and fiction contract.
Nursing students in the experimental group showed higher team psychological safety and cardiopulmonary resuscitation performance. However, there were no differences in overall academic safety or satisfaction with debriefing scores.
Prebriefing strategies that incorporate the fiction contract and concept mapping could help nursing students to improve team psychological safety and performance.
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
- Evaluating videotaped role-modeling to teach crisis resource management principles.Clinical Simulation in Nursing. 2013; 9: e343-e354https://doi.org/10.1016/j.ecns.2012.05.007
- Pre-simulation orientation for medical trainees: An approach to decrease anxiety and improve confidence and performance.The American Journal of Surgery. 2018; 215: 226-271https://doi.org/10.1016/j.amjsurg.2017.09.038
- Creating context with prebriefing: A case example using simulation.Journal of Nursing Education and Practice. 2015; 5: 129-136https://doi.org/10.5430/jnep.v5n1p129
- Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study.Nurse Education Today. 2018; 60: 47-55https://doi.org/10.1016/j.nedt.2017.09.019
- Debriefing assessment for simulation in healthcare: Development and psychometric properties.Simulation in Healthcare. 2012; 7: 288-294https://doi.org/10.1097/SIH.0b013e3182620228
- Prebriefing in nursing simulation: A concept analysis using Rodger's methodology.Clinical Simulation in Nursing. 2015; 11: 318-322https://doi.org/10.1016/j.ecns.2015.05.003
- The impact of simulation prebriefing on perceptions of overall effectiveness, learning, and self-confidence in nursing students.Nursing Education Perspectives. 2017; 38: 119-125https://doi.org/10.1097/01.NEP.0000000000000135
- Prebriefing in simulation-based learning experiences.Nurse Educator. 2016; 41: 64-65https://doi.org/10.1097/NNE.0000000000000217
- Multiple-patient simulation to transition students to clinical practice.Clinical Simulation in Nursing. 2013; 9: e491-e496https://doi.org/10.1016/j.ecns.2013.04.015
- Expert role modeling effect on novice nursing students’ clinical judgment.Clinical Simulation in Nursing. 2016; 12: 385-391https://doi.org/10.1016/j.ecns.2016.04.009
- Synergistic integration of concept mapping and cause and effect diagramming into simulated experiences.Clinical Simulation in Nursing. 2010; 6: e153-e159https://doi.org/10.1016/j.ecns.2009.11.010
- Deepening the theoretical foundations of patient simulation as social practice.Simulation in Healthcare. 2007; 2: 183-193https://doi.org/10.1097/SIH.0b013e3180f637f5
- Simulation in community health nursing: A conceptual approach.Clinical Simulation in Nursing. 2013; 9: e445-e451https://doi.org/10.1016/j.ecns.2012.07.208
- Using debriefing for meaningful learning to foster development of clinical reasoning in simulation.Journal of Nursing Education. 2012; 51: 326-333https://doi.org/10.3928/01484834-20120409-02
- Psychological safety and learning behavior in work teams.Administrative Science Quarterly. 1999; 44: 350-383
- The case for group planning in human patient simulation.Nursing Education Perspectives. 2009; 30: 83-86
- G* power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences.Behavior Research Methods. 2007; 39: 175-191
- Psychological safety: A meta-analytic review and extension.Personnel Psychology. 2017; 70: 113-165https://doi.org/10.1111/peps.12183
- Academic safety during nursing simulation: Perceptions of nursing students and faculty.Clinical Simulation in Nursing. 2012; 8: e49-e57https://doi.org/10.1016/j.ecns.2010.06.004
- The effect of preparation on anxiety and performance in summative simulations.Clinical Simulation in Nursing. 2013; 9: e25-e33https://doi.org/10.1016/j.ecns.2011.07.004
- Task conflict and learning behavior in work groups: The effects of group cohesiveness and psychological safety.Journal of International Trade & Commerce. 2016; 12: 467-487
- Effect of step-based prebriefing activities on flow and clinical competency of nursing students in simulation-based education.Clinical Simulation in Nursing. 2017; 13: 544-551https://doi.org/10.1016/j.ecns.2017.06.005
- The prebriefing concept: A Delphi study of CHSE experts.Clinical Simulation in Nursing. 2016; 12: 219-227https://doi.org/10.1016/j.ecns.2016.02.001
- Standards of best practice: Simulation standard I: Terminology.Clinical Simulation in Nursing. 2013; 9: S3-S11https://doi.org/10.1016/j.ecns.2013.04.001
- Exploring suspension of disbelief during simulation-based learning.Clinical Simulation in Nursing. 2017; 13: 3-9https://doi.org/10.1016/j.ecns.2016.09.004
- Use of prebriefing in nursing simulation: A literature review.Journal of Nursing Education. 2014; 53: 136-141https://doi.org/10.3928/01484834-20140211-07
- Prebriefing in nursing simulation: A concept analysis.Clinical Simulation in Nursing. 2015; 11: 335-340https://doi.org/10.1016/j.ecns.2015.05.001
- Impact of prebriefing on competency performance, clinical judgment and experience in simulation: An experimental study.Nurse Education Today. 2017; 48: 78-83https://doi.org/10.1016/j.nedt.2016.09.012
- Comparison of instructor-led versus peer-led debriefing in nursing students.Nursing & Health Sciences. 2016; 18: 238-245https://doi.org/10.1111/nhs.12259
- The effect of computer-based resuscitation simulation on nursing students' performance, self-efficacy, post-code stress, and satisfaction.Research and Theory for Nursing Practice. 2014; 28: 127-139https://doi.org/10.1891/1541-65220.127.116.11
- Establishing a safe container for learning in simulation: The role of the presimulation briefing.Simulation in Healthcare. 2014; 9: 339-349https://doi.org/10.1097/SIH.0000000000000047
- Simulation: Pre-briefing preparation, clinical judgment and reflection. What is the connection?.J Contemp Med. 2015; 5: 88-101https://doi.org/10.16899/ctd.49922
- Debriefing in simulation conducted in small and large groups-nursing students’ experiences.Journal of Nursing Education and Practice. 2014; 4: 173-182https://doi.org/10.5430/jnep.v4n9p173
- Pre-simulation preparation and briefing practices for healthcare professionals and students: A systematic review protocol.JBI Database of Systematic Reviews and Implementation Reports. 2016; 14: 80-89https://doi.org/10.11124/JBISRIR-2016-003055
- Simulation-based education improves quality of care during cardiac arrest team responses at an academic teaching hospital: A case-control study.Chest. 2008; 133: 56-61https://doi.org/10.1378/chest.07-0131
- The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis.Nurse Education Today. 2017; 52: 87-94https://doi.org/10.1016/j.nedt.2017.02.018
Published online: November 10, 2018
Funding: This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
© 2018 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.