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Relevant bibliographies by topics / Debriefing sessions

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Journal articles

Academic literature on the topic 'Debriefing sessions'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Debriefing sessions"

1

Fontenot, Nicole M., and Krista A. White. "Using evidence-based debriefing to combat moral distress in critical care nurses: A pilot project." Journal of Nursing Education and Practice 9, no. 12 (2019): 1. http://dx.doi.org/10.5430/jnep.v9n12p1.

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Objective: Moral distress (MD) is a problem for nurses that may cause despair or disempowerment. MD can have consequences like dissatisfaction or resignation from the nursing profession. Techniques such as evidence-based debriefing may help nurses with MD. Creating opportunities for critical care nurses to debrief about their MD might equip them with the tools needed to overcome it. Measuring MD by using the Moral Distress Thermometer (MDT) could provide insight into how debriefings help nurses. The purpose of this pilot project was to examine the impact of evidence-based debriefing sessions o

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Xiao, Yan, F. Jacob Seagull, Colin F. Mackenzie, Katherine Klein, and Jonathon Ziegert. "Adaptation of Team Structure of Trauma Resuscitation Teams." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 3 (2002): 569–73. http://dx.doi.org/10.1177/154193120204600374.

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We analyzed the debriefing sessions of real-life trauma resuscitation teams during the most intensive period of resuscitation: the first 30 minutes of patient admission to a trauma center. The debriefing sessions were from participants reviewing their performance in videotaped trauma resuscitation. Nineteen videotaped cases were reviewed in 37 debriefing sessions. Adaptation of team structure was noticed in response to task urgency and criticality, even though there was a preference for teams to maintain a hierarchical structure. We propose a set of archetypes of team structures based on the d

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Cooper, Dylan D., Adam B. Wilson, Gretchen N. Huffman, and Aloysius J. Humbert. "Medical Students' Perception of Residents as Teachers: Comparing Effectiveness of Residents and Faculty During Simulation Debriefings." Journal of Graduate Medical Education 4, no. 4 (2012): 486–89. http://dx.doi.org/10.4300/jgme-d-11-00269.1.

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Abstract Background Simulation can enhance undergraduate medical education. However, the number of faculty facilitators needed for observation and debriefing can limit its use with medical students. The goal of this study was to compare the effectiveness of emergency medicine (EM) residents with that of EM faculty in facilitating postcase debriefings. Methods The EM clerkship at Indiana University School of Medicine requires medical students to complete one 2-hour mannequin-based simulation session. Groups of 5 to 6 students participated in 3 different simulation cases immediately followed by

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4

Schwägele, Sebastian, Birgit Zürn, Heide K. Lukosch, and Maria Freese. "Design of an Impulse-Debriefing-Spiral for Simulation Game Facilitation." Simulation & Gaming 52, no. 3 (2021): 364–65. http://dx.doi.org/10.1177/10468781211006752.

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Background. Simulation gaming sessions can be understood as a sequence of briefing, game play, and debriefing - with feedback loops and iterative steps in between. Often, these sessions are supported by a facilitator, who organizes the session, sets learning goals, and guides the players through briefing, game play and debriefing ( Taylor, Backlund & Niklasson, 2012 ), which we call facilitation. Debriefing is a vital part of the facilitation process, as according to Crookall (2010) and Kriz (2010) , it facilitates learning. Contrary to many traditional models that locate the debriefing ph

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Altabbaa, Ghazwan, Amanda D. Raven, and Jason Laberge. "A simulation-based approach to training in heuristic clinical decision-making." Diagnosis 6, no. 2 (2019): 91–99. http://dx.doi.org/10.1515/dx-2018-0084.

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Abstract Background Cognitive biases may negatively impact clinical decision-making. The dynamic nature of a simulation environment can facilitate heuristic decision-making which can serve as a teaching opportunity. Methods Momentum bias, confirmation bias, playing-the-odds bias, and order-effect bias were integrated into four simulation scenarios. Clinical simulation educators and human factors specialists designed a script of events during scenarios to trigger heuristic decision-making. Debriefing included the exploration of frames (mental models) resulting in the observed actions, as well a

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Michelet, Daphne, Jessy Barre, Jennifer Truchot, Marie-Aude Piot, Philippe Cabon, and Antoine Tesniere. "Effect of Computer Debriefing on Acquisition and Retention of Learning After Screen-Based Simulation of Neonatal Resuscitation: Randomized Controlled Trial." JMIR Serious Games 8, no. 3 (2020): e18633. http://dx.doi.org/10.2196/18633.

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Background Debriefing is key in a simulation learning process. Objective This study focuses on the impact of computer debriefing on learning acquisition and retention after a screen-based simulation training on neonatal resuscitation designed for midwifery students. Methods Midwifery students participated in 2 screen-based simulation sessions, separated by 2 months, session 1 and session 2. They were randomized in 2 groups. Participants of the debriefing group underwent a computer debriefing focusing on technical skills and nontechnical skills at the end of each scenario, while the control gro

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Nakamura, M. "Influence of Room Condition on Participants in Simulation and Gaming Activities: Analyses of Debriefing Forms." Simulation & Gaming 50, no. 5 (2019): 645–61. http://dx.doi.org/10.1177/1046878119873029.

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Background. Increasing attention has been paid to simulation and gaming (S&G) as an active learning technique within Japanese universities; however, the more that active learning sessions are conducted, the fewer rooms there are available for these activities. This shortage sometimes results in having to conduct S&G in a traditional lecture room; as such, this study explores the influence of room condition on participants. Intervention. During each gaming session, the author played the role of facilitator and made herself as invisible as possible. In the debriefing sessions, the author

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Eng, Juliana, Elizabeth Schulman, Sabrina M. Jhanwar, and Monika K. Shah. "Patient Death Debriefing Sessions to Support Residents' Emotional Reactions to Patient Deaths." Journal of Graduate Medical Education 7, no. 3 (2015): 430–36. http://dx.doi.org/10.4300/jgme-d-14-00544.1.

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ABSTRACT Background There is no standard way to help residents deal with the emotional impact of patient deaths. Most available curricula are time and resource intensive. Objective We introduced “Patient Death Debriefing Sessions” into an inpatient medical oncology rotation at Memorial Sloan Kettering Cancer Center to provide a structured yet practical way to address residents' emotional reactions following the death of a patient. A questionnaire was used to evaluate the impact of these sessions. Methods Patient Death Debriefing Sessions consist of a brief (~10 minutes), real-time (within 24–4

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9

Hull, Louise, Stephanie Russ, Maria Ahmed, Nick Sevdalis, and David J. Birnbach. "Quality of interdisciplinary postsimulation debriefing: 360° evaluation." BMJ Simulation and Technology Enhanced Learning 3, no. 1 (2016): 9–16. http://dx.doi.org/10.1136/bmjstel-2016-000125.

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IntroductionDebriefing is widely perceived to be the most important component of simulation-based training. This study aimed to explore the value of 360° evaluation of debriefing by examining expert debriefing evaluators, debriefers and learners’ perceptions of the quality of interdisciplinary debriefings.MethodThis was a cross-sectional observational study. 41 teams, consisting of 278 learners, underwent simulation-based team training. Immediately following the postsimulation debriefing session, debriefers and learners rated the quality of debriefing using the validated Objective Structured A

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Turrentine, Florence E., Sarah B. Giballa, Puja M. Shah, David R. Jones, Traci L. Hedrick, and Charles M. Friel. "Solutions to Intraoperative Wound Classification Miscoding in a Subset of American College of Surgeons National Surgical Quality Improvement Program Patients." American Surgeon 81, no. 2 (2015): 193–97. http://dx.doi.org/10.1177/000313481508100234.

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Intraoperative wound classification is a predictor of postoperative infection. Therefore, accurately assigning the correct classification to a surgical wound is of particular importance. Our institution participates in the American College of Surgeons National Surgical Quality Improvement Program (ACS NSQIP), a national outcomes database that collects wound classification for all qualifying operative procedures, and we noted discrepancies when comparing ACS NSQIP wound classification coding with perioperative coding in our electronic medical record. We tested the effectiveness of an interventi

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