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Training and evaluating simulation debriefers in low-resource settings: lessons learned from Bihar, India
Julia H Raney1, Melissa M Medvedev2,3, Susanna R Cohen4
1Department of Pediatrics, Stanford University, 725 Welch Rd, MC: 5906, Palo Alto, CA, 94304, USA. Jhraney@stanford.edu.
BMC Medical Education
|January 10, 2020
Summary
This study found that evaluating debriefing skills of nurse mentors in India using the CAPE tool was feasible and reliable. Nurse mentors maintained or improved skills, highlighting debriefing's importance in simulation training.
Area of Science:
- Healthcare Simulation
- Medical Education
- Nursing Education
Background:
- Effective simulation training requires skilled debriefing facilitators.
- Low-resource settings face challenges in training and evaluating these facilitators.
- Knowledge gaps exist regarding optimal debriefing facilitator training and assessment methods.
Purpose of the Study:
- To assess the feasibility of evaluating debriefing skills among nurse mentors in Bihar, India.
- To compare the reliability of two debriefing assessment tools: CAPE and DASH.
- To identify barriers and enablers to effective debriefing in this setting.
Main Methods:
- Mixed methods approach combining video analysis and semi-structured interviews.
- Assessed 73 post-simulation debriefing videos using the CAPE and DASH tools.
- Conducted 20 interviews with nurse mentors to explore perceived barriers and enablers.
Main Results:
- The CAPE tool showed higher interrater reliability than the DASH tool.
- Nurse mentors maintained or improved debriefing skills over time.
- Key barriers included fear of mistakes and time constraints; enablers included safe learning environments and teamwork.
Conclusions:
- Simulation debriefing evaluation is feasible for nurse mentors in low-resource settings.
- The CAPE tool is a reliable method for assessing debriefing skills.
- Addressing barriers and leveraging enablers can enhance simulation training quality and improve maternal/neonatal health outcomes.
