Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Modeling in Therapy

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in...

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Techniques of Therapeutic Communication II: Focusing, Paraphrasing, and Summarizing

Focusing involves centering a conversation on a message's critical elements or concepts. Focusing is valuable if the talk is vague or patients begin to repeat themselves. Sometimes, when patients are asked about their symptoms, they may go off-topic and try to tell their entire life story. Respectfully, the nurse should bring the conversation back into focus.
This therapeutic technique can also be used when a patient brings up pertinent information during a health-related conversation. The...

Ethics in Research

Ethics in Research

Today, scientists agree that good research is ethical in nature and is guided by a basic respect for human dignity and safety. However, this has not always been the case. Modern researchers must demonstrate that the research they perform is ethically sound.

SBAR II: Application of SBAR

SBAR II: Application of SBAR

SBAR is an effective communication tool used by healthcare professionals to communicate patient information accurately. SBAR stands for Situation, Background, Assessment, and Recommendation. For a better understanding, an example is given below.
SBAR Report from a Nurse to a Health Care Provider
S: "Hello, Dr. Smith. This is Jane, RN, from the Med Surg unit. I am calling to tell you about Ms. White in Room 210, who is experiencing increased pain and redness at her incision site. Her recent...

The Scientific Method

The Scientific Method

Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.

SBAR I: Understanding the Concept

SBAR I: Understanding the Concept

Effective communication among healthcare professionals during hand-off reporting is essential to delivering safe and continuous patient care. Common professional interactions include reports to healthcare team members, hand-off, and transfer reports. Nurses routinely report information to other healthcare team members and also urgently contact healthcare providers to report changes in patient status.
Standardized methods of communication have been developed to ensure that information is...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Developing a Theory-Based Simulation Educator Resource.

Nursing education perspectives·2015

Same author

A family history intervention: enhancing cardiovascular risk assessment.

AAOHN journal : official journal of the American Association of Occupational Health Nurses·2011

Same author

Pediatric clinical simulation: a pilot project.

The Journal of nursing education·2011

Same author

Comparison of factors affecting repeat mammography screening of low-income Mexican American women.

Oncology nursing forum·2008

Same author

Family history: value-added information in assessing cardiac health.

AAOHN journal : official journal of the American Association of Occupational Health Nurses·2008

Same author

Postoperative pain management outcome in Chinese inpatients.

Western journal of nursing research·2008

Search research articles

Related Experiment Video

Updated: Aug 10, 2025

Mechanical Ventilation Boot Camp Curriculum

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

Implementation of Best Practices in Simulation Debriefing.

Deborah E Rojas¹, Carlo Guy Parker, Kristin Anne Schams

¹About the Authors The authors are faculty at the University of Northern Colorado School of Nursing, Greeley, Colorado. Deborah E. Rojas, MSN, RN, CHSE, is assistant professor and simulation coordinator. Carlo Guy Parker, PhD, RN, CNL, is assistant professor and chair of the Learning Resource Center Committee. Kristin Anne Schams, DNP, RN, CNE, is assistant professor and Learning Resource Center supply coordinator. Jeanette A. McNeill, DrPH, CNE, ANEF, is associate professor and chair of the Graduate Simulation Task Force. For more information, contact Ms. Rojas at Deborah.Rojas@unco.edu.

Nursing Education Perspectives

|February 14, 2023

Summary

This summary is machine-generated.

This study trained 30 nursing faculty in simulation debriefing pedagogy, implementing International Association for Clinical Simulation and Learning Standard VI. Faculty performance in healthcare simulation debriefing was evaluated, with lessons learned and student feedback shared.

More Related Videos

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Setup and Execution Of the Blindfolded Code Training Exercise

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Related Experiment Videos

Last Updated: Aug 10, 2025

Mechanical Ventilation Boot Camp Curriculum

Mechanical Ventilation Boot Camp Curriculum

Published on: March 12, 2018

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

Published on: August 5, 2020

Setup and Execution Of the Blindfolded Code Training Exercise

Setup and Execution Of the Blindfolded Code Training Exercise

Published on: March 29, 2019

Area of Science:

Nursing Education
Healthcare Simulation Pedagogy

Background:

Effective debriefing is crucial for simulation-based learning in nursing.
Standardized training is needed for faculty in simulation debriefing techniques.

Purpose of the Study:

To describe the implementation of faculty training in simulation debriefing pedagogy.
To assess the application of International Association for Clinical Simulation and Learning Standard VI.
To evaluate faculty performance using a standardized tool and gather student feedback.

Main Methods:

Thirty nursing faculty participated in a training program focused on simulation debriefing.
The Debriefing Assessment for Simulation in Healthcare (DASH) tool was used for faculty evaluation.
Qualitative data from student feedback were collected and analyzed.

Main Results:

Faculty training in simulation debriefing pedagogy was successfully implemented.
Adherence to International Association for Clinical Simulation and Learning Standard VI was achieved.
Evaluation data and student feedback provided insights into training effectiveness.

Conclusions:

The training program effectively enhanced faculty skills in simulation debriefing.
Implementation of Standard VI is feasible and beneficial for nursing education.
Continuous improvement and faculty development in simulation are recommended.