In-Situ Simulation Different Debriefing Methods

Sponsor

Sakarya University (Other)

Overall Status

Completed

CT.gov ID

NCT06052007

Collaborator

(none)

119

Enrollment

Location

Arms

Actual Duration (Months)

40.2

Patients Per Site Per Month

Study Details

Study Description

Brief Summary

The goal of this pre-test-post-test randomized controlled experimental study is to examined the effects of the learning conversation (LC)-based, 3D model-based, and standard debriefing methods on critical thinking, debriefing experience, and satisfaction after in-situ simulation among intensive care unit (ICU) nurses.

A total of 186 ICU nurses working in a training and research hospital participated in the study. Researchers will compare learning conversation (LC)-based, 3D model-based, and standard debriefing methods on critical thinking, debriefing experience, and satisfaction.

Condition or Disease	Intervention/Treatment	Phase
Nursing Caries Satisfaction Simulation of Physical Illness	Behavioral: LC-Based Debriefing Behavioral: 3D Model-Based Debriefing	N/A

Study Design

Study Type:

Interventional

Actual Enrollment :

119 participants

Allocation:

Randomized

Intervention Model:

Parallel Assignment

Masking:

None (Open Label)

Primary Purpose:

Supportive Care

Official Title:

In-Situ Simulation Study Among Nurses Using Different Debriefing Methods

Actual Study Start Date :

Jan 10, 2023

Actual Primary Completion Date :

Mar 10, 2023

Actual Study Completion Date :

Apr 10, 2023

Arms and Interventions

Arm	Intervention/Treatment
Experimental: LC-Based Debriefing LC-based debriefing session in one intervention group.	Behavioral: LC-Based Debriefing LC-based debriefing encourages reflection by allowing learners to identify and explore topics of particular interest. The model is defined as a structured post-event LC, which is useful for improving competence, professional development, and clinical judgment among intensive care unit and trauma nurses. The model is useful not only for one recipient by allowing reflection on positive and negative experiences but also for the whole group by allowing them to make connections to their own practice that day or to previous experiences, supporting teamwork. It also helps them understand what good practice is by doing their own self-assessment with peers' benchmarking.
Experimental: 3D Model-Based Debriefing One facilitator conducted a 3D model-based debriefing session in the other intervention group.	Behavioral: 3D Model-Based Debriefing The model has three parts: defusing, discovering, and deepening. The experiential learning theory on which this model is based facilitates learning goals. This model allows its participants to create new mental models for future practice, develop critical thinking skills, and identify knowledge gaps. In the model, a debriefing session starts with preliminary information and ends with a summary of what has been learned. Participants' gaps in understanding and learning are identified, and how they can apply their learnings to practice is discussed.
No Intervention: Standard Debriefing One facilitator conducted a non-model-based unstructured debriefing session in the control group

Arm

Intervention/Treatment

Experimental: LC-Based Debriefing

LC-based debriefing session in one intervention group.

Behavioral: LC-Based Debriefing

LC-based debriefing encourages reflection by allowing learners to identify and explore topics of particular interest. The model is defined as a structured post-event LC, which is useful for improving competence, professional development, and clinical judgment among intensive care unit and trauma nurses. The model is useful not only for one recipient by allowing reflection on positive and negative experiences but also for the whole group by allowing them to make connections to their own practice that day or to previous experiences, supporting teamwork. It also helps them understand what good practice is by doing their own self-assessment with peers' benchmarking.

Experimental: 3D Model-Based Debriefing

One facilitator conducted a 3D model-based debriefing session in the other intervention group.

Behavioral: 3D Model-Based Debriefing

The model has three parts: defusing, discovering, and deepening. The experiential learning theory on which this model is based facilitates learning goals. This model allows its participants to create new mental models for future practice, develop critical thinking skills, and identify knowledge gaps. In the model, a debriefing session starts with preliminary information and ends with a summary of what has been learned. Participants' gaps in understanding and learning are identified, and how they can apply their learnings to practice is discussed.

No Intervention: Standard Debriefing

One facilitator conducted a non-model-based unstructured debriefing session in the control group

Outcome Measures

Primary Outcome Measures

Examined criticical thinking knownledge test score of intervention and control groups [2 months]
The criticical thinking knownledge test was also created by the researchers and comprised 10 questions about learning objectives and critical thinking, particularly regarding decision-making while performing elimination, nutritional, and respiratory activities of ICU patients.
Determinating satisfaction scores of intervention and control groups [2 months]
A visual analog scale (0 = not at all satisfied, 10 = very satisfied), the participants were asked to rate their satisfaction.
Determinating debriefing experince score of intervention and control groups [2 months]
The Debriefing Experience Scale consists of 20 items and is a 5-point Likert-type scale. It consists of two parts-experience with debriefing and importance of items-and four subscales-analyzing thoughts and feelings, learning and making connections, facilitator skill in conducting the debriefing, and appropriate facilitator guidance. A high score on the scale indicates increased gains from the debriefing experience

Eligibility Criteria

Criteria

Ages Eligible for Study:

23 Years to 49 Years

Sexes Eligible for Study:

All

Accepts Healthy Volunteers:

Yes

Inclusion Criteria:

Volunterring
Beclohers degree graduated
22- 55 years
min 1 year to work as a nurse
open to communication

Exclusion Criteria:

individuals outside the inclusion criteria

Contacts and Locations

Locations

	Site	City	State	Country	Postal Code
1	Sakarya Training and Research Hospital	Sakarya		Turkey	54050

Sponsors and Collaborators

Sakarya University

Investigators

None specified.

Study Documents (Full-Text)

None provided.

More Information

Publications

None provided.

Responsible Party:

özlem doğu, Associate Professor, Sakarya University

ClinicalTrials.gov Identifier:

NCT06052007

Other Study ID Numbers:

Different Debriefing Methods

First Posted:

Sep 25, 2023

Last Update Posted:

Sep 25, 2023

Last Verified:

Sep 1, 2023

Individual Participant Data (IPD) Sharing Statement:

Yes

Plan to Share IPD:

Yes

Studies a U.S. FDA-regulated Drug Product:

Studies a U.S. FDA-regulated Device Product:

Keywords provided by özlem doğu, Associate Professor, Sakarya University

Study Results

No Results Posted as of Sep 25, 2023