• Child Health Nursing Research
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• v.30 no.3
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• pp.167-175
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• 2024

Purpose: To measure the level of reflection, this study analyzes diaries written by third-year nursing students before and after the debriefing stage in simulation training. A qualitative study using diary entries from 15 nursing students to explore reflection depth. Methods: Students engaged in simulation training and the debriefing stage, documenting their reflections in diaries. Before and after debriefing, reflections were rated from Level 1 (reflectivity) to Level 7 (theoretical reflectivity). Results: The total number of reflection levels rose significantly from 545 to 829 post-debriefing, enhancing higher-order reflection. The shift signifies a move from superficial to deep reflection, highlighting debriefing's role in fostering critical thinking. Conclusion: The findings underscore the critical role of debriefing in enhancing reflective thinking in nursing education. There is a demonstrated need for further research into the specific elements of debriefing that are most effective at promoting deep reflection. Future studies should conduct comparative analyses of different debriefing methods and approaches across various educational settings. This research could lay the foundation for designing more effective debriefing strategies that foster critical thinking and improve learning outcomes in nursing education.

• Educational Technology International
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• v.25 no.1
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• pp.93-127
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• 2024

This study evaluates the effect of structured debriefing for a business simulation game for university students. The program provides an authentic learning experience of real-world business management by allowing learners to make decisions related to R&D, marketing, production, and finance through a business simulation game, and check the results in real time. In 2022, University A and B each ran a business simulation game-based program as an extra-curricular activity. University A conducted a traditional instructor-led debriefing where the instructor explained the summarized process and results, while University B implemented a structured debriefing which had been developed based on Gibbs' and 3D models. To assess the effect of the structured debriefing compared to the traditional instructor-led debriefing, business knowledge and entrepreneurship competencies were measured three times. Repeated measures ANOVA was used to test for the differences between the two groups and to examine interaction effects between group and time. The structured debriefing group achieved statistically significantly higher academic scores than the traditional instructor-led debriefing group at the post-test and in 2 weeks. There was no statistically significant difference between the groups in terms of entrepreneurship competencies. There was no interaction effect between group and time, both in academic achievement and in entrepreneurship competencies. In conclusion, the simulation game-based program integrated with the structured debriefing session is more likely to have a stronger impact on academic achievement and its retention.

• Korean Journal of Culture and Social Issue
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• v.13 no.1
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• pp.63-89
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• 2007

This study introduces major models of psychological debriefing that has been utilized as an early psychological intervention after traumatic incidents and examines the controversy on the effects of psychological debriefing. It is difficult to make consistent conclusions regarding its effects based on the previous research data. Therefore, this study examines the major issues related to psychological debriefing and suggests the important points for best practice in crisis situations.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.24 no.1
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• pp.51-59
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• 2017

Purpose: This was a cross-sectional descriptive study in which an exploration was done of how nursing students perceive debriefing and what they think are the most effective debriefing methods for simulation-based nursing education. Methods: A convenience sample of 296 sophomore, junior and senior nursing students from three universities and who had attended simulation classes participated in this study. Survey data garnered was analyzed using descriptive analysis and $x^2$ test. Results: A high majority of the participants (98.3%) saw debriefing as "learning from mistakes", while 62.8% considered it more important than simulations/scenarios. They also perceived debriefing to be effective when they analyzed their colleagues' and their own performances and received feedback. Sophomore students preferred writing a reflection paper as an effective debriefing method compared to junior and senior students. Conclusion: The study findings indicate that debriefing is an important component of simulation-based education and should be considered part of the teaching strategies with debriefing methods dependent on themes and scenarios and what is needed to achieve learning outcomes.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.22 no.9
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• pp.1208-1213
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• 2018

The study investigates how the structured debriefing method affects the learning flow, critical thinking disposition, and clinical performance of nursing students, using the Lasater Clinical Judgment Rubric (LCJR). Nursing students in the 4th grade of P University were divided into three groups, each trying out a different structured debriefing method: the experimental group - structured video debriefing using the LCJR question, the comparative group - structured oral debriefing, and the control group - structured group discussion debriefing. There was no significant difference between the three groups in learning flow (p=.640), critical thinking disposition (p=.420) and clinical performance ability (p=.360). Planning and intervention among the areas of clinical performance were significantly improved in the experimental group compared to the other two groups (p=.005). Structured debriefing when used with LCJR improves the learning flow and critical thinking disposition of students, while structured video debriefing improves clinical performance.

• Clinical and Experimental Pediatrics
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• v.58 no.2
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• pp.47-51
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• 2015

Debriefing is a conversational session that revolves around the sharing and examining of information after a specific event has taken place. Debriefing may follow a simulated or actual experience and provides a forum for the learners to reflect on the experience and learn from their mistakes. Originating from the military and aviation industry, it is used on a daily basis to reflect and improve the performance in other high-risk industries. Expert debriefers may facilitate the reflection by asking open-ended questions to probe into the framework of the learners and apply lessons learned to future situations. Debriefing has been proven to improve clinical outcomes such as the return of spontaneous circulation after cardiac arrest and the teaching of teamwork and communication in pediatrics. Incorporating debriefing into clinical practice would facilitate the cultural change necessary to talk more openly about team performance and learn from near misses, errors, and successes that will improve not only clinical outcome but also patient safety.

• International Journal of Contents
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• v.14 no.2
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• pp.35-40
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• 2018

The purpose of this study is to investigate the effects of debriefing using Lasater's Clinical Judgment Rubric to study nursing students' academic self-efficacy, clinical performance, and clinical judgment. The experiment group was subjected to debriefing by applying the Clinical Judgment Rubric, while general debriefing was applied to the control group. The results of the study are as follows: Clinical judgment scores were improved after debriefing for both groups, significantly higher for students in the experimental group compared to the control group. However, there was no significant difference between the two groups in academic self-efficacy or clinical performance. In conclusion, the debriefing based on the Clinical Judgment Rubric used in this study proved to be effective in improving the clinical judgment of nursing students.

• The Journal of the Korea Contents Association
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• v.16 no.1
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• pp.459-469
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• 2016

The purpose of this study was to identify relationships between metacogintion, problem solving process, and debriefing experience in S-PBL. Study participants were 102 nursing students who took the integrated S-PBL class in their last semester. Data were collected using a self-reported questionnaire and analyzed into descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and multiple regression. The highest subscale of debriefing experience was 'appropriate facilitator guidance' 3.78 (out of 5). Problem solving process and metacognition were positively correlated (r=0.704, p<.001). Metacognition was positively correlated with debriefing experience(r=0.197, p<.05), especially area of 'learning and making connections'(r=0.235, p<.05) whereas, there was no significant correlation between problem solving process and debriefing experience. Multiple regression (enter method) showed that gender and metacognition explained 51.2% of problem solving process. This study offers a rationale on simulation debriefing and further studies are needed to support effects of experiences of debriefing and factors on problem solving process and debriefing in nursing simulation.

• The Journal of Korean Academic Society of Nursing Education
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• v.21 no.4
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• pp.445-454
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• 2015

Purpose: The purpose of this study was to identify the effects of structured self-debriefing using 3S models on the clinical competency, self-efficacy, and educational satisfaction in nursing students after simulation. Methods: For this study, 76 third-year undergraduate nursing students from S university were invited. They were divided into two groups, which consisted of a self-debriefing (SDG=41) group and an instructor-led debriefing group (ILDG=35). Collected data was analyzed using Chi-square, t-test, and an independent t-test with the PASW statistics 18.0 for Windows Program. Results: Clinical competency was generally high in the SDG, and statistically significant differences between the SDG and the ILDG occurred after simulations 3, 4, and 5. There were no statistically significant differences in self-efficacy and educational satisfaction between the SDG and the ILDG. However, educational satisfaction in the SDG was slightly higher, while self-efficacy was low compared to the ILDG. Conclusion: The results indicate that the method of structured self-debriefing using a 3S model can be effective in improving clinical competency. Further studies need to be investigated.

• Journal of the Korean Applied Science and Technology
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• v.35 no.1
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• pp.20-35
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• 2018

This study was conducted to investigate the relationship among debriefing of nursing simulation based education and vocational basic competencies and attempts have been made to provide basic data necessary for improving vocational basic competencies in nursing students. Participants were 203 4th-year nursing students at K college in J province. Debriefing of nursing simulation based education was positively correlated with vocational basic competencies. The factor influencing vocational basic competencies of nursing students was provokes engaging discussions. Based on these findings, programs that develop discussion activity of nursing simulation based education are necessary for nursing students to promote vocational basic competencies.