Advertisement

Prebriefing: A Principle-Based Concept Analysis

Published:December 18, 2020DOI:https://doi.org/10.1016/j.ecns.2020.11.003

      Highlights

      • Prebriefing is a complex concept that is not fully represented in the literature.
      • Prebriefing can establish psychological safety and increase learner engagement.
      • There is a need for a structured model of prebriefing.

      Abstract

      Background

      Prebriefing is a concept that continues to develop in the simulation literature; however, no clear framework exists for it.

      Method

      A principle-based concept analysis examined prebriefing to determine its maturity as a concept and develop a theoretical definition.

      Results

      The findings of the concept analysis were used to develop a phase-based theoretical definition of prebriefing that integrates the three domains of learning into three elements of prebriefing.

      Conclusion

      Review of the prebriefing literature demonstrated considerable overlap of prebriefing and participant preparation and an opportunity for further research to clarify the elements and role of preparation and prebriefing in nursing simulation.

      Keywords

      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
      Institutional Access: Sign in to ScienceDirect

      References

        • Alexander M.
        • Durham C.F.
        • Hooper J.I.
        • Jeffries P.R.
        • Goldman N.
        • Kardong-Edgren S.S.
        • Tillman C.
        NCSBN simulation guidelines for prelicensure nursing programs.
        Journal of Nursing Regulation. 2015; 6: 39-42https://doi.org/10.1016/S2155-8256(15)30783-3
        • Anderson M.
        • LeFlore J.L.
        • Anderson J.M.
        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
        • Aronson B.
        • Glynn B.
        • Squires T.
        Effectiveness of a role-modeling intervention on student nurse simulation competency.
        Clinical Simulation in Nursing. 2013; 9: e121-e126https://doi.org/10.1016/j.ecns.2011.11.005
        • Bethards M.L.
        Applying social learning theory to the observer role in simulation.
        Clinical Simulation in Nursing. 2014; 10: e65-e69https://doi.org/10.1016/j.ecns.2013.08.002
        • Brackney D.E.
        • Priode K.S.
        Creating context with prebriefing: A case example using simulation.
        Journal of Nursing Education and Practice. 2014; 5: 129-136https://doi.org/10.5430/jnep.v5n1p129
        • Cardoza M.P.
        Neuroscience and simulation: An evolving theory of brain-based education.
        Clinical Simulation in Nursing. 2011; 7: e205-e208https://doi.org/10.1016/j.ecns.2011.08.004
        • Chamberlain J.
        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
        • Chamberlain J.
        Prebriefing: An equal to debriefing?.
        Journal of Perioperative & Critical Intensive Care Nursing. 2016; 2: 1-2https://doi.org/10.4172/2471-9870.1000125
        • Chamberlain J.
        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
        • Cheung J.J.H.
        • Koh J.
        • Brett C.
        • Bägli D.J.
        • Kapralos B.
        • Dubrowski A.
        Preparation with web-based observational practice improves efficiency of simulation-based mastery learning.
        Simulation in Healthcare. 2016; 11: 316-322https://doi.org/10.1097/SIH.0000000000000171
        • Clapper T.C.
        Cooperative-based learning and the zone of proximal development.
        Simulation & Gaming. 2015; 46: 148-158https://doi.org/10.1177/1046878115569044
        • Coram C.
        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
        • Fey M.K.
        Leading the way in simulation research.
        Clinical Simulation in Nursing. 2016; 12: 85-86https://doi.org/10.1016/j.ecns.2016.01.001
        • Franklin A.E.
        • Boese T.
        • Gloe D.
        • Lioce L.
        • Decker S.
        • Sando C.R.
        • Borum J.C.
        Standards of best practice: Simulation standard IV: Facilitation.
        Clinical Simulation in Nursing. 2013; 9: S19-S21https://doi.org/10.1016/j.ecns.2013.04.011
        • Fraser K.L.
        • Ayres P.
        • Sweller J.
        Cognitive load theory for the design of medical simulations.
        Simulation in Healthcare. 2015; 10: 295-307https://doi.org/10.1097/SIH.0000000000000097
        • Gaba D.M.
        The future vision of simulation in health care.
        Quality and Safety in Health Care. 2004; 13: i2-i10https://doi.org/10.1136/qshc.2004.009878
        • Gates M.G.
        • Parr M.B.
        • Hughen J.E.
        Enhancing nursing knowledge using high-fidelity simulation.
        Journal of Nursing Education. 2011; 51: 9-15https://doi.org/10.3928/01484834-20111116-01
        • Gray M.
        • Rogers D.
        • Glynn B.
        • Twomey T.
        A multi-level approach to pre-briefing and debriefing in a pediatric interdisciplinary simulation.
        Paediatric and Neonatal Nursing. 2016; 3: 27-33https://doi.org/10.17140/PNNOJ-3-122
        • Hessler K.L.
        • Henderson A.M.
        Interactive learning research: Application of cognitive load theory to nursing education.
        International Journal of Nursing Education Scholarship. 2013; 10: 1-9https://doi.org/10.1515/ijnes-2012-0029
        • INACSL Standards Committee
        INACSL Standards of Best Practice: SimulationSM facilitation.
        Clinical Simulation in Nursing. 2016; 12: S16-S20https://doi.org/10.1016/j.ecns.2016.09.007
        • INACSL Standards Committee
        INACSL standards of best practice: SimulationSM simulation design.
        Clinical Simulation in Nursing. 2016; 12: S5-S12https://doi.org/10.1016/j.ecns.2016.09.005
        • INACSL Standards Committee
        INACSL standards of best practice: SimulationSM simulation glossary.
        Clinical Simulation in Nursing. 2016; 12: S39-S47https://doi.org/10.1016/j.ecns.2016.09.012
        • Janzen K.J.
        • Jeske S.
        • MacLean H.
        • Harvey G.
        • Nickle P.
        • Norenna L.
        • McLellan H.
        Handling strong emotions before, during, and after simulated clinical experiences.
        Clinical Simulation in Nursing. 2016; 12: 37-43https://doi.org/10.1016/j.ecns.2015.12.004
        • Jeffries P.
        Reflections on clinical simulation: The past, present, and future.
        Nursing Education Perspectives. 2016; 36: 278-279
        • Jeffries P.
        • Rodgers B.
        • Adamson K.
        NLN Jeffries simulation theory: Brief narrative description.
        Nursing Education Perspectives. 2015; 36: 292-294https://doi.org/10.1177/0193945911408444
        • Johnson E.A.
        • Lasatar K.
        • Hodson-Carlton K.
        • Siktberg L.
        • Sideras S.
        • Dillard N.
        Geriatrics in simulation: Role modeling and clinical judgement effect.
        Nursing Education Perspectives. 2012; 33: 176-180https://doi.org/10.5480/1536-5026-33.3.176
        • Josephsen J.
        Cognitive load theory and nursing simulation: An integrative review.
        Clinical Simulation in Nursing. 2015; 11: 259-267https://doi.org/10.1016/j.ecns.2015.02.004
        • Josephsen J.
        Cognitive load measurement, worked-out modeling, and simulation.
        Clinical Simulation in Nursing. 2018; 23: 10-15https://doi.org/10.1016/j.ecns.2018.07.004
        • Kim Y.J.
        • Noh G.O.
        • Im Y.S.
        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
        • Lavoie P.
        • Clarke S.
        Simulation in nursing education.
        Nursing Management. 2017; 3: 16-17
        • Lioce L.
        • Meakim C.H.
        • Fey M.K.
        • Chmil J.V.
        • Mariani B.
        • Alinier G.
        Standards of best practice: Simulation. Standard IX: Simulation design.
        Clinical Simulation in Nursing. 2015; 11: 309-315https://doi.org/10.1016/j.ecns.2015.03.005
        • Luctkar-Flude M.
        • Wilson-Keates B.
        • Tyerman J.
        • Larocque M.
        • Brown C.A.
        Comparing instructor-led versus student-led simulation facilitation methods for novice nursing students.
        Clinical Simulation in Nursing. 2017; 13: 264-269https://doi.org/10.1016/j.ecns.2017.03.002
        • Mariani B.
        • Ross J.G.
        • Paparella S.
        • Allen L.R.
        Medication safety simulation to assess student knowledge and competence.
        Clinical Simulation in Nursing. 2017; 13: 210-216https://doi.org/10.1016/j.ecns.2017.01.003
        • McDermott D.S.
        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
        • Morse J.
        • Hupcey J.E.
        • Mitcham C.
        • Lenz E.
        Concept analysis in nursing research: A critical appraisal.
        Scholarly Inquiry for Nursing Practice. 1996; 10: 253-277
        • National League for Nursing
        NLN biennial survey of schools of nursing academic year 2015-2016 executive summary.
        Journal of Nursing Regulation. 2016; 38: 222https://doi.org/10.1016/S2155-8256(15)30062-4
        • Nestel D.
        • Bearman M.
        Theory and simulation-based education: Definitions, worldviews and applications.
        Clinical Simulation in Nursing. 2015; 11: 349-354https://doi.org/10.1016/j.ecns.2015.05.013
        • Onda E.L.
        Situated cognition: Its relationship to simulation in nursing education.
        Clinical Simulation in Nursing. 2012; 8: e273-e280https://doi.org/10.1016/j.ecns.2010.11.004
        • Page-Cutrara K.
        Use of prebriefing in nursing simulation: A literature review.
        Journal of Nursing Education. 2014; 53: 136-141https://doi.org/10.3928/01484834-20140211-07
        • Page-Cutrara K.
        Prebriefing in nursing simulation: A concept analysis.
        Clinical Simulation in Nursing. 2015; 11: 335-340https://doi.org/10.1016/j.ecns.2015.05.001
        • Page-Cutrara K.
        • Turk M.
        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
        • Paige J.B.
        • Daley B.J.
        Situated cognition: A learning framework to support and guide high-fidelity simulation.
        Clinical Simulation in Nursing. 2009; 5: e97-e103https://doi.org/10.1016/j.ecns.2009.03.120
        • Paley J.
        Reading concept analysis: Why Draper has a point.
        Nursing Philosophy. 2019; 20: 1-10https://doi.org/10.1111/nup.12252
        • Penrod J.
        • Hupcey J.E.
        Concept advancement: Extending science through concept-driven research.
        Research and Theory for Nursing Practice. 2005; 19: 231-241https://doi.org/10.1891/rtnp.2005.19.3.231
        • Penrod J.
        • Hupcey J.E.
        Enhancing methodological clarity: Principle-based concept analysis.
        Journal of Advanced Nursing. 2005; 50: 403-409https://doi.org/10.1111/j.1365-2648.2005.03405.x
        • Poore J.A.
        • Cullen D.L.
        • Schaar G.L.
        Simulation-based interprofessional education guided by Kolb’s experiential learning theory.
        Clinical Simulation in Nursing. 2014; 10: e241-e247https://doi.org/10.1016/j.ecns.2014.01.004
        • Reedy G.B.
        Using cognitive load theory to inform simulation design and practice.
        Clinical Simulation in Nursing. 2015; 11: 355-360https://doi.org/10.1016/j.ecns.2015.05.004
        • Roh Y.S.
        • Ahn J.-W.W.
        • Kim E.
        • Kim J.
        Effects of prebriefing on psychological safety and learning outcomes.
        Clinical Simulation in Nursing. 2018; 25: 12-19https://doi.org/10.1016/J.ECNS.2018.10.001
        • Rudolph J.W.
        • Raemer D.B.
        • Simon R.
        Establishing a safe container for learning in simulation.
        Simulation in Healthcare. 2014; 9: 339-349https://doi.org/10.1097/SIH.0000000000000047
        • Sollid S.J.M.
        • Dieckman P.
        • Aase K.
        • Søreide E.
        • Ringsted C.
        • Østergaard D.
        Five topics health care simulation can address to improve patient safety: Results from a consensus process.
        Journal of Patient Safety. 2019; 15: 111-120https://doi.org/10.1097/PTS.0000000000000254
        • Stockert B.
        • Heckeroth C.
        • Mccormack C.
        • Nguyen T.
        • Padilla J.
        • Vigil C.
        • Willis M.
        Improving recognition of adverse events in the ICU using pre-briefing and high-fidelity simulation.
        Physiotherapy. 2015; 101: 2015
        • The INASCL Board of Directors
        Standard I: Terminology.
        Clinical Simulation in Nursing. 2011; 7: S3-S7https://doi.org/10.1016/j.ecns.2011.05.005
        • The International Nursing Association for Clinical Simulation and Learning
        Grant opportunities.
        (Retrieved from)
        • Woda A.A.
        • Gruenke T.
        • Alt-Gehrman P.
        • Hansen J.
        Nursing student perceptions regarding simulation experience sequencing.
        Journal of Nursing Education. 2016; 55: 528-532https://doi.org/10.3928/01484834-20160816-07
        • Zigmont J.J.
        • Kappus L.J.
        • Sudikoff S.N.
        Theoretical foundations of learning through simulation.
        Seminars in Perinatology. 2011; 35: 47-51https://doi.org/10.1053/j.semperi.2011.01.002