Krogh et al, 2015 (66. Krogh K, Bearman M, Nestel D. Expert practice of video-assisted debriefing: an Australian qualitative study. Clin Simul Nurs. 2015;11(3):180-7. doi: https://doi.org/10.1016/j.ecns.2015.01.003 https://doi.org/10.1016/j.ecns.2015.01.0...
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Australia/English |
To examine the perception of health professionals regarding the video-assisted debriefing technique. |
Descriptive study with a qualitative approach, analyzed through Thematic Analysis. It approached 24 professionals from the Australian health team, about the video assisted debriefing technique in the simulation. |
Four categories were identified: (1) how and when the simulation instructors use the video for debriefing - using it in clippings, exposed before the discussion; (2) impact of the video-assisted debriefing technique on learning - considered positive (3) educational approaches to the video debriefing technique - performed using pre-established scripts and protocols; (4) benefits- the main one being the visualization of behavior and challenges- the exposure of the participants. |
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Ha et al, 2014 (77. Há E. Attitudes toward video-assisted debriefing after simulation in undergraduate nursing students: an application of Q methodology. Nurse Educ Today. 2014;34(6):978-84. doi: https://doi.org/10.1016/j.nedt.2014.01.003 https://doi.org/10.1016/j.nedt.2014.01.0...
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South Korea/English |
To identify attitudes towards the video-assisted debriefing technique in a nursing simulation. |
A descriptive, quantitative and qualitative study that used the “Q methodology” to analyze the characteristics and perceptions of 44 nursing students from a university in South Korea about the video-assisted debriefing technique. |
The results were placed under three categories; (1) the video-assisted debriefing technique assists in self-reflection; (2) the video-assisted debriefing technique can cause exposure and humiliation for the participants; (3) the video-assisted debriefing technique increases self-confidence. It was noted that, in general, the video-assisted debriefing technique improves both the technique and attitude of the nursing student. |
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Gamboa et al, 2018 (2020. Gamboa OA, Agudelo SI, Maldonado MJ, Leguizamón DC, Sandra MC. Evaluation of two strategies for debriefing simulation in the development of skills for neonatal resuscitation: a randomized clinical trial. BMC Res Notes. 2018; 11:739. doi: https://doi.org/10.1186/s13104-018-3831-6 https://doi.org/10.1186/s13104-018-3831-...
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Colombia/English |
To compare the effectiveness of oral debriefing and the video-assisted debriefing technique for the development of neonatal resuscitation skills in nursing. |
Experimental, randomized study carried out with 24 professionals from the health team in a university hospital in Colombia. One group received oral debriefing (control) and the other the video-assisted debriefing technique (intervention). |
Both strategies improve resuscitation skills, reaching 100% compliance in the third scenario assessed. No significant differences were found between the two discussion strategies. The coefficient of difference in skills improvement percentage between the two types of debriefing was -3.6% (95% confidence interval). Presenting 6,34% for oral debriefing and -0.19% for the video-assisted technique. |
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Jacobs, 2017 (2121. Jacobs PJ. Using high-fidelity simulation and video-assisted debriefing to enhance obstetrical hemorrhage mock code training. J Nurses Prof Dev. 2017;33(5):234-9. doi: https://doi.org/10.1097/NND.0000000000000387 https://doi.org/10.1097/NND.000000000000...
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United States/English |
To explore the performance of the nursing team using the video-assisted debriefing technique. |
A quasi-experimental, before and after type study, that evaluated the knowledge of 84 nurses during a simulation on obstetric hemorrhage using the video-assisted debriefing technique. |
16 debriefing sessions were carried out, with a descriptive record of the participants' responses, indicating generalized unease during the visualization of the scenario through the video-assisted debriefing technique, but appreciation for observing their own performance and reflecting on their actions. It was pointed out that good debriefing is by “thinking out loud”, being respectful, repeating and clarifying information and being able to ask questions. In post-simulation research, the majority of participants indicated a rating of 5 = totally agree or 4 = agree, in the four questions asked about debriefing, which were worth 5 points each. The averages ranged from 4.3 to 4.5 correct answers. |
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Megel et al, 2013 (2222. Megel ME, Bailey C, Schnell A, Whiteaker D, Vogel A. High-fidelity simulation: how are we using the videos? Clin Simul Nurs. 2013;9: e305-e310. doi: https://doi.org/10.1016/j.ecns.2012.04.003 https://doi.org/10.1016/j.ecns.2012.04.0...
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United States/English |
To identify the behavior of nursing students using the video-assisted debriefing technique. |
A quasi-experimental study carried out with nursing students at an American university, using the video-assisted debriefing technique to identify patient safety behavior. |
After performing the video-assisted debriefing technique with 52 students (100%), 84.6% of them correctly mentioned the need to wash their hands before providing care. Only 46% considered raising the head of the patient's bed and identified errors in the intravenous infusion. 34.6% of students did not wear gloves to provide direct assistance, and 34.6% did not assess the characteristics of the wounds. The video recordings highlighted behaviors that need more teaching and reinforcement for best pediatric practices. |
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MacLean et al, 2019 (2323. MacLean S, Geddes F, Kelly M, Della P. Video reflection in discharge communication skills training with simulated patients: a qualitative study of nursing students’ perceptions. Clin Simul Nurs. 2019; 28:15-24. doi: https://doi.org/10.1016/j.ecns.2018.12.006 https://doi.org/10.1016/j.ecns.2018.12.0...
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Australia/English |
To explore the perceptions of nursing students about their experience after using the video-assisted debriefing technique. |
A qualitative study that analyzed the perception of 141 students from a nursing course at an Australian university, divided into 3 groups for debriefing.
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Six themes were identified, namely: (1) realism, (2) non-verbal communication, (3) verbal communication skills, (4) reflective learning, (5) becoming a nurse and (6) the patient's needs. Through the analysis of these categories, it was possible to report that video-assisted reflection results in a high level of self-awareness, confidence and a sense of achievement. |
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