The Effect of Team Debriefing-based Emergency Simulation Education

Abstract

Objectives: This study was conducted to identify the effects of team debriefing-based emergency simulation education for the self-efficacy of group work, team efficacy, and interpersonal understanding. Methods: 120 fourth-year students of the nursing department of C university in A city and a team of five to six nursing professors developed the curriculum as a module. Six scenarios and two theoretical lectures, on emergency simulations, were conducted over 14 weeks and the data collection period was from April 29 to June 14, 2019. Data analysis was conducted using the SPSS 21.0 statistical program. The data analysis was done with descriptive statistics, paired t-test. Results: The self-efficacy of the group differed significantly from 3.78 points before team-based emergency simulation education and 4.0 points (t = 4.08, p= 0.000) after education; similarly the team efficacy also varied significantly different from 3.85 points before education and 4.01 points (t = 2.10, p= 0.038) after education, but there was no significant differences in interpersonal understanding before and after the education. Conclusions: Team debriefing-based emergency simulation education has proven to be an effective method of teaching, enhancing the ability of nursing students in terms of justice by improving their self-efficacy and team efficacy. Key words: Team debriefing, Emergency simulation education, Self-efficacy of group work, Team efficacy