Search

Abstract With the prevalent problem of nurse retention and the lack of confidence new nurses experience, it is critical for nurse residency programs to have supportive factors that enhance residency experiences. By incorporating mentorship, preceptors, and debriefing components into these programs, skills in communication, organization, clinical reasoning, stress management, and self-confidence increase. This quantitative study was a descriptive analysis of secondary data using a cross-sectional design. Two instruments were used to gather data, the Demographic Information Survey and the Evaluation of the RN Residency Survey. The sample was comprised of 1078 graduate nurses completing nurse residency programs throughout the United States. The findings indicated that higher residency ratings were significantly related to higher preceptor and debriefing experiences. Results also showed no significant interaction effects of reduced stress due to mentoring on the relationship between preceptorship experiences or debriefing experiences and ratings of nurse residency. Consequently, it is important that new nurses are given the opportunity to take part in programs offering mentorship, preceptors, and debriefing elements, as nursing residents have found them to be highly beneficial. Furthermore, debriefing sessions strengthened their skills and built confidence during their first year of employment. Highlights • Residency experiences were associated with debriefing and preceptor experiences. • A total of 59.4% reported reduced stress due to mentoring. • Debriefing experiences were positive and associated with higher residency ratings. • Preceptor experiences were positive and associated with higher residency ratings. [ABSTRACT FROM AUTHOR]

AIM The purpose of this study was to examine, on a national level, nursing students' perceptions after experiencing a patient death. BACKGROUND Death is a highly stressful experience for nursing students. Debriefing, which routinely occurs with a patient's demise in the simulation setting, typically does not happen in actual death situations. METHOD A mixed-methods design using quantitative and qualitative questions as part of an anonymous survey was sent to the membership of the National Student Nurses' Association. Of approximately 55,000 members, 2,480 responded to the survey. RESULTS Experiencing a patient death as a student occurred for 41 percent of participants in the nationally representative sample. Of those who experienced a patient death, 64 percent did not receive any debriefing. CONCLUSION Most nursing students did not feel prepared to care for a dying patient and the patient's family. Students need and want more education on end-of-life nursing care. [ABSTRACT FROM AUTHOR]

AIM The purpose of the study was to describe debriefing practices in nursing education programs in the United States. BACKROUND Despite the acknowledged importance of debriefing, little is known about debriefing practices. It is imperative that debriefing practices be examined in order to establish a baseline understanding of current practice. METHOD The study design was a cross-sectional Internet-based survey. Surveys were sent to every accredited prelicensure nursing program in the United States. Regression analysis determined variables that were associated with the use of theory-based debriefing. RESULTS Data analysis determined that most debriefers do not have training in debriefing and that their competence was not assessed. Factors associated with the use of theory-based debriefing included the presence of a designated simulation administrator, training for debriefers, and competence assessment of debriefers. CONCLUISON These results establish a baseline from which to prioritize faculty development in simulation-based education. [ABSTRACT FROM AUTHOR]

AIM The aim of this research was to replicate Dreifuerst's 2012 findings of enhanced clinical reasoning scores using a structured debriefing: Debriefing for Meaningful Learning© (DML). BACKGROUND The direct effect of debriefing on clinical reasoning is not well studied. The nursing education literature supports debriefing as a reflective dialogue necessary to enhance clinical reasoning. METHOD A quasi-experimental, pretest-posttest, repeated measure research design was used to evaluate nursing students' clinical reasoning using the Health Sciences Reasoning Test (HSRT). RESULTS The change in HSRT mean scores was determined to be significant for the intervention group at the .05 level and insignificant for the control group. The change in HSRT mean scores between the intervention and control groups was determined to be significant at the .10 level. CONCLUSION Nursing students who had the DML debriefing scored significantly higher in their clinical reasoning than nursing students who had usual and customary debriefing. [ABSTRACT FROM AUTHOR]

We overwhelmingly utilize (partially) informed consent for, and debriefing of, human research participants. Also common is the practice of reconsent, particularly where changes in study protocols (or in participants themselves) occur midstream - participants consent again to remaining in the project or to having their data included. Worryingly under-discussed is post-debriefing reconsent, wherein participants can withdraw their data after learning more fully of the study's goals and methods. Yet, major ethics bodies in Canada, the United States and the United Kingdom promote such practice, with vague and potentially problematic guidelines. Here, the author provides examples involving such reconsent practice, highlighting potentially serious problems that are scientific (e.g. threats to internal and external validity) and ethical (i.e. to the participant, their peers, the researcher and society) in nature. Particularly, problematic is the introduction, by design, of unknowable bias in our research findings. For example, highly prejudiced participants could withdraw data from a discrimination study after learning of the study's hypotheses and goals. The practice may arguably contradict an Open Science goal of increasing research transparency. This call for discussion about the direction of psychological science methods aims to engage a broader discussion in the research community., (© 2022 The British Psychological Society.)

The article focuses on the role of multidisciplinary high-fidelity simulation training in the development and maintenance of resuscitation expertise in neonatal care. It discusses the development of simulation which began in the aviation industry until it was utilized in the health care field. The author provides information on the Enhancing SIMULATION Act of 2009 HR 855 which was implemented to help in the creation of simulation centers in the U.S. and on the three teaching methods in multidisciplinary health care simulation.

Researchers have found that there is an increase in mental heath problems as a result of military-related traumatic events, and such problems increase in the months following return from combat. Nevertheless, researchers have not assessed the impact of early intervention efforts with this at-risk population. In the present study, the authors compared different early interventions with 2,297 U.S. soldiers following a year-long deployment to Iraq. Platoons were randomly assigned to standard postdeployment stress education, Battlemind debriefing, and small and large group Battlemind training. Results from a 4-month follow-up with 1,060 participants showed those with high levels of combat exposure who received Battlemind debriefing reported fewer posttraumatic stress symptoms, depression symptoms, and sleep problems than those in stress education. Small group Battlemind training participants with high combat exposure reported fewer posttraumatic stress symptoms and sleep problems than stress education participants. Compared to stress education participants, large group Battlemind training participants with high combat exposure reported fewer posttraumatic stress symptoms and lower levels of stigma and, regardless of combat exposure, reported fewer depression symptoms. Findings demonstrate that brief early interventions have the potential to be effective with at-risk occupational groups. [ABSTRACT FROM AUTHOR]

The article discusses the state of simulation in healthcare and nursing in the U.S. It highlights on the high-fidelity simulation (HFS), which is characterized as a more complex, immersive and experiential simulation, and submits reasons that encourages the use of HFS. Moreover, it also discusses the several societal influences that drives the dispersion of simulation into healthcare and nursing, which includes national organizations, professional organizations and nursing organizations.

The practice of professional psychology was founded on empirical science. Subsequent development of the profession reveals a gap that is partially the result of the popularization of junk science in legal and judicial domains. A greater threat comes from pseudoscience, which presents serious professional issues for those who work in trauma-related emergency services and law enforcement. The most widely promoted service is Critical Incident Stress Debriefing and Management, but scientific evidence does not justify its application. The authors describe the promotion and implementation of these services within the FBI and the professional difficulties that ensued. They also provide suggestions as to how such difficulties could have been avoided and apply them to other domains of law enforcement. [ABSTRACT FROM AUTHOR]

Basic psychotherapy techniques are necessary for trauma intervention, including the terrorist attacks that occurred on September 11,2001. The importance of these techniques is reviewed within various settings in the New York City area immediately following the World Trade Center disaster. The purpose included debriefing of practitioners, as well as the education of trauma symptoms and assessment for client intervention. Perhaps most importantly was the therapeutic technique modeled by the social work leader in these vignettes, since she and other practitioners simultaneously experienced symptoms of trauma. The practice of creating and maintaining a therapeutic atmosphere at this time was an essential challenge for all. [ABSTRACT FROM AUTHOR]

The operating room continues to be the location where surgical residents develop both technical and nontechnical skills, ultimately culminating with them being capable of safe and independent practice. The process of intraoperative instruction is, by necessity, moving from an apprentice-based model where skills are acquired somewhat randomly through repeated exposure and evaluation is done in a global gestalt fashion. Modern surgical education demands that intraoperative instruction be intentional and that evaluation provides formative and summative feedback. This chapter describes some best practice approaches to intraoperative teaching and evaluation., (Copyright © 2021 Elsevier Inc. All rights reserved.)

Background: Emergency department nurses are faced with traumatic patient events while functioning as members of multidisciplinary teams. Postresuscitation debriefings have been shown to benefit health care professionals and patient clinical outcomes. The purpose of this study was to examine the relationship between the use of post resuscitation debriefings and perceptions of teamwork in emergency department nurses. The study also addressed the type and timing of debriefing to determine whether these factors are associated with perceptions of teamwork., Methods: A nationwide survey was disseminated to emergency department nurses throughout the United States. The design aimed to compare the results from the Nursing Teamwork Survey with the data regarding frequency, type, and timing of debriefings. An ANOVA and Scheffe post hoc was done as well., Results: The 68 responses which were included in the data were from 27 different states. Results showed that when debriefings were done more frequently (η = .41, p = .02), were conducted using a formal debriefing method (η = .36, p = .01), and were held immediately after a situation (η = .36, p = .03), there was a significant positive relationship (eta coefficient) with higher levels of trust, team orientation, backup, shared mental model, and leadership., Conclusion: Findings may be used to increase utilization of debriefings and improve perceptions of teamwork among emergency department nurses., (Copyright © 2021 Elsevier Ltd. All rights reserved.)

Background: Use of physical restraint is a common practice in mental healthcare, but is controversial due to risk of physical and psychological harm to patients and creating ethical dilemmas for care providers. Post-incident review (PIR), that involve patient and care providers after restraints, have been deployed to prevent harm and to reduce restraint use. However, this intervention has an unclear scientific knowledge base. Thus, the aim of this scoping review was to explore the current knowledge of PIR and to assess to what extent PIR can minimize restraint-related use and harm, support care providers in handling professional and ethical dilemmas, and improve the quality of care in mental healthcare.Methods: Systematic searches in the MEDLINE, PsychInfo, Cinahl, Sociological Abstracts and Web of Science databases were carried out. The search terms were derived from the population, intervention and settings.Results: Twelve studies were included, six quantitative, four qualitative and two mixed methods. The studies were from Sweden, United Kingdom, Canada and United States. The studies' design and quality varied, and PIR s' were conducted differently. Five studies explored PIR s' as a separate intervention after restraint use, in the other studies, PIR s' were described as one of several components in restraint reduction programs. Outcomes seemed promising, but no significant outcome were related to using PIR alone. Patients and care providers reported PIR to: 1) be an opportunity to review restraint events, they would not have had otherwise, and 2) promote patients' personal recovery processes, and 3) stimulate professional reflection on organizational development and care.Conclusion: Scientific literature directly addressing PIR s' after restraint use is lacking. However, results indicate that PIR may contribute to more professional and ethical practice regarding restraint promotion and the way restraint is executed. The practice of PIR varied, so a specific manual cannot be recommended. More research on PIR use and consequences is needed, especially PIR's potential to contribute to restraint prevention in mental healthcare. [ABSTRACT FROM AUTHOR]

Background: Debriefing is recognized as essential for successful simulation-based training. Unfortunately, its effective use is variable. We developed a train the trainer workshop to teach key evidence-based components of effective debriefing., Method: A workshop focusing on best practices for debriefing in surgical simulation-based training was developed for the 2012 Annual Meeting of the Association for Surgical Education. Content emphasized key theoretical concepts related to and evidence-based components of an effective debriefing. Additionally, the workshop incorporated experiential learning via active debriefing following a simulated scenario., Results: Content of the workshop emphasized effective debriefing as the key to learning in simulation-based education. Key elements of debriefing for educators to keep in mind include the following: approach, learning environment, engagement of learners, reaction, reflection, analysis, diagnosis, and application., Conclusions: Effective debriefing is an essential skill for educators involved in surgical simulation-based training. Without it, learning opportunities are missed. Training the trainer in effective debriefing is essential to ensure standardization of practice., (Copyright © 2015 Elsevier Inc. All rights reserved.)