Display options
Cite
MacKenna V, Díaz DA, Chase SK, et al. Self-debriefing in healthcare simulation: An integrative literature review. Nurse Educ Today. 2021;102:104907doi: 10.1016/j.nedt.2021.104907.
MacKenna, V., Díaz, D. A., Chase, S. K., Boden, C. J., & Loerzel, V. (2021). Self-debriefing in healthcare simulation: An integrative literature review. Nurse education today, 102104907. https://doi.org/10.1016/j.nedt.2021.104907
MacKenna, Valorie, et al. "Self-debriefing in healthcare simulation: An integrative literature review." Nurse education today vol. 102 (2021): 104907. doi: https://doi.org/10.1016/j.nedt.2021.104907
MacKenna V, Díaz DA, Chase SK, Boden CJ, Loerzel V. Self-debriefing in healthcare simulation: An integrative literature review. Nurse Educ Today. 2021 Jul;102:104907. doi: 10.1016/j.nedt.2021.104907. Epub 2021 Apr 17. PMID: 33901867.
Copy Download .nbib Format: NLM
Share it on

Nurse Educ Today. 2021 Jul;102:104907. doi: 10.1016/j.nedt.2021.104907. Epub 2021 Apr 17.

Self-debriefing in healthcare simulation: An integrative literature review.

Nurse education today

Valorie MacKenna, Desiree A Díaz, Susan K Chase, Carrie J Boden, Victoria Loerzel

Affiliations

  1. University of Connecticut, School of Nursing, 231 Glenbrook Road, Storrs, CT 06269, USA. Electronic address: [email protected].
  2. University of Central Florida, College of Nursing, 12201 Research Pkwy Suite 300, Orlando, FL 32826, USA. Electronic address: [email protected].
  3. University of Central Florida, College of Nursing, 12201 Research Pkwy Suite 300, Orlando, FL 32826, USA. Electronic address: [email protected].
  4. Texas State University, Department of Organization, Workforce, and Leadership Studies, 601 University Drive, Pedernales 115, San Marcos, TX 78666, USA. Electronic address: [email protected].
  5. University of Central Florida, College of Nursing, 12201 Research Pkwy Suite 300, Orlando, FL 32826, USA. Electronic address: [email protected].

PMID: 33901867 DOI: 10.1016/j.nedt.2021.104907

Abstract

OBJECTIVES: Debriefing is an essential component of simulation-based education. In-person, facilitator-led debriefing may not always be practical for newer forms of simulation, such as individual virtual simulations. Self-debriefing addresses the issue of practicality, but evidence of implementation and design are unknown. The aims of this review were to explore the use and design of self-debriefing in healthcare simulation and to identify to what extent self-debriefing found in the literature align with the INACSL Standards of Best Practice for debriefing.

DESIGN: Integrative review.

DATA SOURCES: Peer-reviewed studies indexed within CINAHL, MEDLINE, PsycINFO, ERIC, Education Full Text (H.W. Wilson), Education Source, and Academic Search Premier databases.

REVIEW METHODS: A comprehensive database search was conducted using PRISMA guidelines. The INACSL Standard of Best Practice: Simulation Debriefing was used as a framework for analysis. Ten articles were appraised and analyzed for this review.

RESULTS: Alignment to best practice standards and presence of required criteria varied in self-debriefing designs. Self-debriefs used with graduate-level learners and self-debriefs with higher alignment to standards showed equivalent performance gains when compared to instructor-led debriefs. None of the studies measured reflection capacity despite it being a recommendation.

CONCLUSION: Findings indicate that well-designed self-debriefing provides equivalent outcomes to instructor-led debriefing. Best practice recommendations, such as promoting reflection, are underexplored in self-debriefing research.

Copyright © 2021 Elsevier Ltd. All rights reserved.

Keywords: Healthcare simulation; Integrative review; Reflection; Self-debrief; Simulation-based education; Virtual debrief

MeSH terms

Publication Types