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Effects of peer-led debriefing using simulation with case-based learning: Written vs. observed debriefing.

Eun-Ho Ha1

  • 1Department of Nursing, Jungwon University, 85, Munmu-ro, Goesan-eup, Goesan-gun, Chungbuk 367-805, Republic of Korea.

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|November 5, 2019
PubMed
Summary

Peer-led written debriefing (PLWD) and peer-led observed debriefing (PLOD) effectively improve nursing students' clinical performance. Both methods showed similar satisfaction levels and learning outcomes when expert debriefers are unavailable.

Keywords:
DebriefingNursingSimulationStudent

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Area of Science:

  • Medical Education
  • Nursing Education
  • Simulation-Based Learning

Background:

  • Peer-led debriefing, including written (PLWD) and observed (PLOD) methods, offers advantages but is underutilized.
  • This study addresses the limited use of peer-led debriefing techniques among experts.

Purpose of the Study:

  • To evaluate the effects of PLWD versus PLOD in simulation with case-based learning (CBL).
  • To compare student satisfaction with CBL, debriefing, and simulation-based learning (SBL) between PLWD and PLOD groups.

Main Methods:

  • A quasi-experimental study with a pretest-posttest non-equivalent control group design.
  • Participants included 69 third-year undergraduate nursing students in South Korea.
  • Assessed differences in clinical performance competency and satisfaction with CBL, SBL, and debriefing.

Main Results:

  • Both PLWD and PLOD groups showed significant improvements in clinical performance competency from pretest to posttest.
  • No significant differences were found between PLWD and PLOD in most competency areas, except for 'communication'.
  • Student satisfaction levels for CBL, SBL, and debriefing did not significantly differ between the two groups.

Conclusions:

  • Both PLWD and PLOD are viable strategies for achieving student learning outcomes.
  • These peer-led debriefing methods are effective alternatives when expert debriefers are not available.