Types Of Debriefing Research Articles

How debriefing post cardiopulmonary arrest and resuscitation can be used to improve training

Debriefing is a form of discussion used in human medicine following significant events, such as cardiopulmonary arrest (CPA) and resuscitation. There are no studies in veterinary medicine specifically exploring the benefits of debriefing post CPA, showing known knowledge gaps. However, there are studies in training for resuscitation and staff resilience that mention debriefing as tools, and there are studies in human medicine that look at different types of debriefing and benefits. This literature review discusses ways in which debriefing may be implemented into a veterinary environment as well as the impact it could have on staff training, wellbeing and patient outcome.

The Effect of Teaching Nontechnical Skills in Advanced Life Support: A Systematic Review.

The objective of this study was to evaluate the effect of nontechnical skills (NTS) training on performance in advanced life support (ALS) simulation. Furthermore, we aimed to determine the ideal frequency of training sessions for an optimal retention and the value of debriefing. A systematic search was performed using PubMed, EMBASE, WoS, ERIC, CINAHL, and the Cochrane Library conducted through August 1, 2018. All primary studies mentioning NTS in ALS education were included. Three reviewers independently extracted data on study design and outcome. The MERSQI approach was used to evaluate the overall quality of evidence. Of the 10,723 identified articles, 40 studies were included with a combined total of 3,041 participants, ranging from students to experts. Depending on the focus of the study, articles were categorized in NTS (n=25), retention (n=8), and feedback (n=10). Incorporating NTS during ALS simulation showed significant improvements in timing for performing critical first steps. Furthermore, good leadership skills had a favorable effect on overall technical performance and teamwork during simulation improved team dynamics and performance. Finally, debriefing also had a beneficial effect on team performance. One particular type of debriefing does not appear to be superior to other types of debriefing. Team simulation training resulted in improved NTS and a reduction in the time required to complete a simulated cardiac arrest. Therefore, a formal NTS program should be introduced into ALS courses. Feedback and repetitive practice are key factors to train NTS. The impact of training on team behaviors can persist for at least 3 to 6months. In conclusion, understanding and improving NTS may help to create more effective teams. The effect on patient outcome requires further investigation.

Debriefing approaches for high-fidelity simulations and outcomes related to clinical judgment in baccalaureate nursing students

Simulation followed by debriefing is increasingly common in clinical nursing education. Yet, limited studies have compared approaches to debriefing—the portion of simulations where participants re-examine and make sense of their experience. In this study, 120 baccalaureate nursing students in Quebec were randomized to receive one of two types of debriefing (self-assessment with Plus-Delta vs. guided reflection using a structured tool with REsPoND) after each of four simulations (a hemorrhage scenario, two sepsis scenarios, and a trauma simulation) during which their situation awareness was measured as a proxy for their clinical judgment. Unexpectedly, situation awareness scores showed little to no consistency across students or simulations and no clear improvements over time were noted, which rendered the comparison of the debriefing approaches across scenarios problematic. However, when comparing the two iterations of the sepsis scenario, students who participated in a reflective debriefing showed greater improvement in their recognition of abnormalities in patient vital signs and level of consciousness than students whose debriefing involved self-assessment.

Professional quality of life of Florida emergency dispatchers

PurposeThe purpose of this paper is to determine a baseline level of the Professional Quality of Life (ProQOL 5) in emergency dispatchers in the state of Florida, as well as to examine the how it is associated with psychological resilience, perceived coworker support, different types of debriefing, and perceived organizational support.Design/methodology/approachThis was done through a cross-sectional administration of surveys to emergency telecommunicators and dispatchers in the state of Florida.FindingsIn total, 186 surveys were completed by active emergency dispatch personnel across the state of Florida. The study found that psychological resilience, education, and perceived organizational support were statistically related to professional quality of life in Florida Dispatchers.Research limitations/implicationsThere are limitations due to the nature of cross-sectional survey design and due to the sample size. There are also possible issues with the accuracy of self-reported survey answers. The lack of participation from all agencies also hinders generalizability.Practical implicationsThis study serves as a reference point for a very under studied emergency service population. There are also implications that psychological resilience development in dispatch personnel would assist in multiple aspects of their professional quality of life.Originality/valueThis is the first study to use the ProQOL 5 on dispatch personnel in Florida. It also displays statistical relationships between factors which dispatch agencies could use to increase employee job satisfaction and potentially reduce turnover.

Debriefing a rescue mission during a terror attack

Purpose – The purpose of this paper is to explore a better understanding of Holistic Debriefing processes from a learning perspective. Design/methodology/approach – During a terror attack in which 69 people were killed and 66 were wounded, a Search and Rescue crew experienced “fear of death” while giving life-saving help to victims of the attack. Afterwards, the crew conducted a Holistic Debriefing. The crew participated in interviews to share their experience of this type of debriefing. Findings – The findings from the Holistic Debriefing sessions suggest that the debriefing process was experienced as positive in terms of social support, emotions and meaning. These experiences are further explained from a learning perspective. Research limitations/implications – This research was conducted on a small group of individuals experiencing an extreme situation, and findings may not readily generalize to other populations or situations. Practical implications – Holistic Debriefing has been adopted by an increasing number of squadrons in the Norwegian Air Force. Social implications – Holistic Debriefing has been implemented at the Norwegian Air Force Academy, and may be relevant for other units involved in similar operations. Originality/value – This study is unique when it comes to exploring Holistic Debriefing of rescue personnel in the aftermath of a terror attack. Moreover, Holistic Debriefing is also addressed as a reflection process in order to enhance individual and group learning processes.

Setting Conditions for Productive Debriefing

Background. Debriefing is a fundamental step in simulation, particularly in the medical field. Simulation sometimes even serves as a pretext for debriefing. Most often, debriefing takes place easily, producing a qualitative feedback and an optimal learning transfer. But sometimes, the facilitator faces difficulties. An unproductive debriefing can be described as follows: the debriefing of a clinical simulation session is unproductive when facilitators or learners perceive the occurrence of an obstacle that has hindered the learning process. Objectives & method. Considering the difficulties encountered in this type of debriefing, we believe it is necessary to investigate the topic in depth in order to bring out some theoretical principles. Based on a Nominal Group Technique involving the authors of this article, this project aimed at drawing up and proposing informed recommendations for ensuring productive debriefing in simulation-based education in healthcare. Results. The authors make the following recommendations: Reflect on your own performances as an instructor (asking for feedback from the learners and peers, and being appropriately trained as an instructor who can facilitate learning) Establish simulation ground rules (preparing and briefing the learners before the simulation experience, controlling the timing of the simulation session and the quality of the scenarios) Manage unexpected events and intended learning objectives by using a confederate during scenarios. Respect the steps of the debriefing process and good practice recommendations regarding learning psychology. Maintain the balance between emotion and teaching by decontextualizing the experience from the participants during the debriefing. Manage the input from the peers during the debriefing so they do not antagonise the learning process. Conclusion. Six key recommendations are proposed. They have been deemed as core skills required of every simulation facilitator to prepare for productive debriefing and so the set learning objectives of a simulation session can be achieved successfully.

Interviewing the Interpretive Researcher: A Method for Addressing the Crises of Representation, Legitimation, and Praxis

In this article the authors outline five types of debriefing and introduce a new type of debriefing, namely, that of debriefing the interpretive researcher. Next they present eight main areas accompanied by example questions to guide the interviewer when debriefing the researcher. They also present five authenticity criteria developed by Guba and Lincoln (1989) and include possible interview questions to document the degree to which the researcher has met these criteria. Finally, using Miles and Huberman's (1994) framework, they illustrate how displays such as matrices can be used to collect, analyze, and interpret debriefing interview data as well as leave an audit trail.

Histoire du debriefing

The author introduces a critical and comprehensive presentation of the concept of debriefing and of its associated practices. He depicts different types of debriefing and discusses their respective level of efficacy. He adopts a “à la française” theoretical-clinical position, which situates the debriefing on a continuum, running from the simple defusing to the genuine psychotherapy of the trauma.