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The after-action review (AAR), also termed debrief, is a training approach that commonly encompasses some form of technology, but technology is largely a tangential consideration, which serves as the impetus for this review. Based on a systematic review of 91 empirical studies (113 AARs), a variety of nuances are identified about (1) where in the AAR technology is used, and the (2) users, (3) type, and (4) use of that technology. Technology is indeed common to AARs, but typically relegated to either aid in the task performance episode (92%) or in the provision of task feedback (52%). More broadly, the findings from the present review reflect the inherent complexity of determining how best to use technology in AARs with little extant guidance. These findings are followed by a set of six recommendations that will ideally spur greater use of technology in AARs to address longstanding issues that attenuate its effectiveness. [ABSTRACT FROM AUTHOR]

Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students' engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students' experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches. [ABSTRACT FROM AUTHOR]

Psychological debriefing is an early post-trauma intervention which aims to prevent the development of PTSD and accelerate normal recovery through discussing, validating, and normalising group members responses to trauma. While originally designed in the 1980s for groups of emergency service personnel, the scope of psychological debriefing extended to individual primary victims of trauma. A Cochrane review in 2002 concluded that psychological debriefing was ineffective, yet some authors have argued that many of the studies that informed the Cochrane review did not adhere to key elements of psychological debriefing. This meta-analysis sought to re-examine the effectiveness of psychological debriefing in preventing or reducing PTSD symptoms following work-related trauma. Appropriate studies were selected from three databases (MEDLINE, Embase and PsycINFO). Inclusion criteria was intentionally broad so that features of psychological debriefing that may determine its effectiveness could be explored through a series of subgroup analyses. The overall synthesis did not find consistent evidence that psychological debriefing helps to prevent or reduce PTSD symptoms following work-related trauma. Shortcomings in the methodology and reporting of many of the studies meant that several important subgroup analyses could not be conducted. Further well-designed studies in this field are warranted to ensure that employees exposed to potentially traumatic events receive the effective support they need and deserve.

Aim: This aggregative systematic literature review aims to explore available research evidence published between 2000 and 2018 on what educational psychologists (EPs) offer to schools and pupils following a critical incident (CI) and the reported efficacy of such services. Rationale: CIs are sudden and unexpected, impacting upon all areas of life, including school communities. Since the 1990s, CI response has become part of what many educational psychology services across the UK and USA offer (Posada, 2006). The North West Association of Principal EPs commissioned this research as a way of gaining greater insight into CI response. Methods: Two research databases and Google Scholar were searched and a total of 77 papers was found, 11 of which met the inclusion criteria; ten of these were evaluated as being of at least 'medium' level methodological quality. Findings: A synthesis of the research revealed a range of practice within three main areas: strategies and actions, models to frame response, and psychological intervention. Despite similarities, differences of approaches between services were highlighted, particularly around engagement with direct work. Implications: EP services should ensure that CI response is comprehensive, sensitive and co-produced with service users. The EP role in responding to a CI needs to be clearly communicated with others. Limitations: Limitations are discussed including the dearth of evidence from 2015 onwards and the limited 'objective' evidence summarising the impact of the effectiveness of EP CI response. Conclusions: Some educational psychologists may engage in direct work following a critical incident, whilst others focus intervention on supporting school capacity to support school recovery. [ABSTRACT FROM AUTHOR]

Debriefing has been widely used as part of simulation-based education (SBE) to promote reflective thinking and prepare students for real clinical practice. This study examined a real debriefing transcript to identify its structure and gain insight into communication strategies used by the participants. The sample included an extended debriefing session in which a debriefer and undergraduate students, who participated in a critical care nursing simulation, engaged in a self-reflection phase. Adopting discourse analysis approaches, the analysis revealed how this interaction unfolds. The analysis also unveiled an asymmetric relationship during the debriefing that positioned the debriefer in a position of power and interactional dominance, and placed students in a passive role. Interactional features such as the use of open-ended questions, silent pauses, and informative feedback were identified as effective communication strategies to support the interaction; however, to achieve efficient self-debriefing, debriefers in this setting are encouraged to balance the use of questions to avoid restraining students from engaging and producing extended turns. Moreover, debriefers need to establish a safe environment that optimizes students' involvement in self-reflection. This study recommends the use of other debriefing techniques to minimize the dominance of the debriefer during the interaction. [ABSTRACT FROM AUTHOR]

Dans les suites des attentats perpétrés en 2015 et 2016 sur le sol français, une carence dans la prise en charge précoce des troubles psychotraumatiques chez les enfants a été mise en exergue. Les cellules d'urgence médico-psychologiques (CUMP) ont, dès lors, été confrontées à la nécessité de se mobiliser pour développer une spécificité pédopsychiatrique. À partir du constat d'un manque de méthodologie adaptée à une population pédiatrique, cet article a pour objectif de réinterroger le contenant et le contenu de l'Intervention Psychothérapeutique Post-Immédiate (IPPI), en cherchant à combiner la technique du « débriefing » telle qu'utilisée par les CUMP, aux supports de médiation, outils, quotidiennement employés dans la relation thérapeutique aux enfants dans les services de pédopsychiatrie. Cet article propose une technique d'entretien de « débriefing » structuré, impliquant l'utilisation d'un objet médiateur : les Cartes Métaphoriques et Associatives "OH-Cards". À travers une vignette clinique, issue d'une intervention CUMP en post-immédiat auprès d'une fratrie de jumeaux de 6 ans, nous avons détaillé les différentes étapes de l'entretien de « débriefing » médiatisé. La mise en œuvre de la technique d'entretien proposée permet de guider la narration du vécu traumatique des enfants, et de remobiliser leur processus de symbolisation. Cette approche du « debriefing » décliné à une population d'enfants, a l'originalité d'illustrer de ce que pourrait être le fruit de la rencontre entre deux cultures du soin : les compétences des CUMP d'une part, et celles de la pédopsychiatrie de l'autre. Ce premier travail nous conduit à envisager une modélisation de l'IPPI avec l'enfant, structuré autour d'un objet médiateur, en vue de proposer un outil de référence dans la formation des soignants des CUMP. A lack of experience for early post-traumatic interventions for children was observed after the terrorist attacks perpetrated in 2015 and 2016 in France. The clinicians involved in the medico psychological emergency units (CUMP) had to quickly adapt their interventions to help children and their families seeking assistance. This article aims to examine how the Post-Immediate Psychotherapeutic Intervention (IPPI) based on the debriefing technique commonly used by the CUMP could be adapted to this age. This article describes a modified form of the IPPI interview for children based on the use of pictorial representations, i.e., the Metaphoric and Associative Cards, "OH-Cards". A clinical vignette illustrates the different steps of this intervention such as those provided to sibling 6-year-old twins in the context of a post-immediate CUMP intervention after a drowning. Adding the pictorial cards to IPPI interview techniques facilitated the children's verbalization, the narrative reports of the traumatic experience with the professional, and globally enhanced the symbolization process. This developmental-sensitive adaptation of the commonly used debriefing approach illustrates the positive synergy between the professional cultures of the clinicians from the CUMP and the child psychiatrists. Children-specific adaptations of the IPPI based on symbolic mediators, such as pictorial cards, should be considered as a reference tool at this age in the training of CUMP professionals. [ABSTRACT FROM AUTHOR]

Debriefing may be the most important factor for learning in simulations. This exploratory case study investigated a modified Plus-Delta approach to debriefings following mixed reality simulation-based learning. The findings suggested that educational leadership students who encountered debriefings from simulations developed leadership skills and dispositions and perceived that those acquired skills and dispositions would transfer to leadership positions currently or in the future. Implications and recommendations are provided. [ABSTRACT FROM AUTHOR]

Objective: to evaluate the virtual debriefing, performed with nursing students who participated as observers in a simulation scenario, recorded, on lowering the level of consciousness by hypoglycemia. Method: study with descriptive cross-sectional design in the quantitative phase, and exploratory-descriptive in the qualitative phase between 2020 and 2021, with 60 nursing graduate students who attended a recorded scenario and, after, experienced a virtual debriefing. Two instruments were applied to evaluate the debriefing, and the qualitative approach used analysis by Iramuteq. Results: on the Simulation-Associated Debriefing Evaluation Scale, the overall mean of evaluation was 4.25, showing that the participants had a positive perception. And in the Debriefing Experience Scale, the overall assessment was 4.38, suggesting that debriefing was a useful strategy. Conclusion: students pointed to virtual debriefing as a positive strategy for learning. [ABSTRACT FROM AUTHOR]

In the frame of the CRIZ'INNOV project, IMT Mines Ales is in charge of developing an observation tool in order to enhance vocational training of crisis managers. Using a research approach articulating research-design-training, the cooperation between Researchers, Engineers and Crisis Managers is fundamental. With co-design goal, the first step was to meet potential users and integrate their in everyday work practices. To reach this goal, interviews and observations were realised. Results allowed to identify needs, practices and to assess observation's tool feasibility. These first outcomes have oriented characteristics of observation tool. [ABSTRACT FROM AUTHOR]

During crises, organisations face with a dynamic process characterised by numerous destabilising factors. Preparing to face these difficulties is therefore essential. Simulation sessions based on immersive and realistic crisis exercises are a technique to replace real experiences. In order to facilitate and increase learning, specific methodologies are required to facilitate the immersion of learners but also to construct the pedagogical elements of the played scenario. Learners' observation and debriefing of the exercise (key phase to improve learning) are intrinsically linked with the scenario's design. This paper deals with the integrated approach developed throughout ten years of research on crisis management training conducted at the IMT Mines Ales (France) within its crisis management platform. [ABSTRACT FROM AUTHOR]

This study aimed to adapt the TEIQue-SF 1.50 measuring instrument to the Indonesian culture. This research was conducted in two studies. In Study 1, the translation process and the equivalence testing were carried out, involving six translators, three expert reviewers, and ten laypeople for cognitive debriefing. Study 2 involved 200 subjects who were workers in Indonesia and tested the TEIQue-SF 1.50 measuring instrument with confirmatory factor analysis using AMOS version 22. The entire adaptation process referred to the International Test Commission (ITC) Guidelines for Test Adaptation 2016. The CFA results showed that the TEIQUE-SF 1.50 measurement model was fit to the one-factor model. Overall, this study showed that the Indonesian version of TEIQue-SF 1.50 was valid and reliable so that it can be used to measure the Trait Emotional Intelligence in Indonesia. [ABSTRACT FROM AUTHOR]

First responders may be exposed to intensely traumatic incidents, with the potential to result in adverse psychological and physiological reactions. Peer support programs have been employed to mitigate these potential effects. Critical Incident Stress Management (CISM) has been widely employed as a means of responding to emergency services' stress responses. This incorporates the use of "Critical Incident Stress Debriefing" (CISD), a technique in which a facilitator helps the rescuer talk about their feelings regarding the incident. Inherent in CISD, psychological debriefing has been described as a brief crisis intervention usually administered within days of a traumatic event. Controversy has arisen over the use of psychological debriefing as a safe and effective tool for peer support. Organizations may be exposed to liability when offering "a practice that is not supported by the preponderance of the available scientific evidence." Psychological First Aid has been described as an alternative modality, broadly endorsed by expert consensus, which can be readily learned and employed by peer support teams. "Listen, Protect, Connect" is an easy-to-remember means to summarize and approach the concept of Psychological First Aid. [ABSTRACT FROM AUTHOR]

Stress is a major problem of the modern society, as it is the cause of many health problems and huge economic losses in companies. It is a growing issue, and it has become an inescapable part of our daily lives. The early detection of stress will decrease the damage it causes and prevent it from becoming chronic. The scientific community is aware of this, and much progress has been made in the last years towards the development of an automatic stress detection system. In this review study, we will examine the recent works on stress detection, looking over the measurements executed along different modalities. only studies involving human participants were taken into account, as no such analysis has been made so far. The performed analysis gives us hints about the future development of appropriate methods for automatic stress recognition systems. [ABSTRACT FROM AUTHOR]

The article examines the health workers’ professional burnout manifestations. The results of the research on differences between doctors and nurses regarding the specifics of their professional burnout, their use of coping strategies, the qualities of emotional intelligence and communicative competence are described. The sensitivity work periods for professional burnout formation at doctors and nurses, as well as differences in value orientations of the specified groups depending on deepness of their professional burnout are established. The comparison of the work experience and the burnout stages shows that the sensitivity work periods for burnout formation are 11 to 20 years of work for the doctors, and from 1 to 10 years of work for nurses (on the basis of professional experience comparison with the burnout stages). Nurses generally have a slightly deeper professional burnout in comparison with doctors. The only difference in the used coping strategies between the doctors and the nurses is that the doctors are more adaptable than the nurses; they more often use coping strategies for responsibility acceptance and positive reappraisal. The junior medical staff is more likely to experience burnout. In general, nurses have lower emotional intelligence than doctors. As for correlations between the indicators demonstrating the dynamics of professional burnout and the structural elements of emotional intelligence, there are significant reliable negative correlations between the doctors’ professional burnout and control over own emotions and self-motivation. As for the studied nurses, there are the significant reliable negative correlations between professional burnout and such elements of professional intelligence as recognition of the emotions of others, empathy, and control over their own emotions (the last indicator in corresponds with the results obtained for the doctors). There is a tendency to increased use of the dependent communicative style by the doctors and the aggressive style by the nurses with the deepening of professional burnout. The professional burnout deepening increases significance of the health value for the doctors, as well as decreases importance of professional growth for both the doctors and the nurses. The techniques for psychological debriefing in the structure of the supervision method are proposed to overcome the problem of emotional burnout.

Introduction: Traditional simulation debriefing is both time‐ and resource‐intensive. Shifting the degree of primary learning responsibility from the faculty to the learner through self‐guided learning has received greater attention as a means of reducing this resource intensity. The aim of the study was to determine if video‐assisted self‐debriefing, as a form of self‐guided learning, would have equivalent learning outcomes compared to standard debriefing. Methods: This randomized cohort study consisting of 49 PGY‐1 to ‐3 emergency medicine residents compared performance after video self‐assessment utilizing an observer checklist versus standard debriefing for simulated emergency department procedural sedation (EDPS). The primary outcome measure was performance on the second EDPS scenario. Results: Independent‐samples t‐test found that both control (standard debrief) and intervention (video self‐assessment) groups demonstrated significantly increased scores on Scenario 2 (standard—t(40) = 2.20, p < 0.05; video—t(45) = 3.88, p < 0.05). There was a large and significant positive correlation between faculty and resident self‐evaluation (r = 0.70, p < 0.05). There was no significant difference between faculty and residents self‐assessment mean scores (t(24) = 1.90, p = 0.07). Conclusions: Residents receiving feedback on their performance via video‐assisted self‐debriefing improved their performance in simulated EDPS to the same degree as with standard faculty debriefing. Video‐assisted self‐debriefing is a promising avenue for leveraging the benefits of simulation‐based training with reduced resource requirements. [ABSTRACT FROM AUTHOR]

The article focuses on the Critical Incident Stress Debriefing (CISD) and Critical Incident Stress Management (CISM) models as tools in the prevention of the development of post-traumatic stress disorder (PTSD). It relates that there was lack of convincing scientific evidence that CISD and CISM were effective in either eliminating or lessening the development of PTSD. It also cites studies related on the subject, which include one by T. I. Fawzy and M. J. Gray on the efficacy of CISD.

Psychological researchers often use powerful experimental manipulations to temporarily reduce participants’ well-being. Postexperimental debriefings are intended to eliminate such detrimental effects. However, experimentally induced beliefs can persevere even when the underlying information is explicitly discredited. The present research investigates, in the context of ego-threatening manipulations, whether postexperimental debriefings reestablish participants’ prestudy conditions. In 6 studies, participants received false feedback about their intelligence (Studies 1 and 5) or their attractiveness and likability (Studies 2–4 and 6), completed dependent variables indicative of well-being (Studies 1, 2, and 4–6), or aggressive behavior and hostile attributions (Study 3), and were thoroughly debriefed. Participants reported lower well-being and exhibited more hostile attributions after receiving negative compared with neutral or positive feedback. These effects were not eliminated when participants had been debriefed before completing the dependent variables, either in writing (Studies 1–6), in person (Studies 4 and 5), or when additionally writing a self-affirming essay (Studies 4 and 5). A prolonged and extensive personal debriefing (Study 6) was most effective in reducing the aversive effects of ego threat. Follow-up assessments revealed that affective consequences of the ego threat persevered for 2 weeks and longer. Internal meta-analyses corroborated these results, but also showed that all debriefing versions, even if not fully effective, ameliorated the effects of ego threat at least to some extent. Taken together, the present findings illustrate the only partial effectiveness of different debriefing procedures, stress the importance of carefully designing postexperimental debriefings to avoid ethical concerns, and more generally point to potentially effective ways to deal with negative feedback and personal threats. [ABSTRACT FROM AUTHOR]

Multinational enterprises (MNEs) have increasingly entered markets in less developed regions of the world afflicted with weak institutions and political conflict. Some are characterised by 'extreme' cases of institutional voids and terrorism, creating a hostile environment for the organisation and its people. This in-depth qualitative study of a service company, a European telecommunications joint venture in Afghanistan, seeks to shed light and build theory on the human resource management (HRM) dimension of managerial learning and knowledge acquisition in hostile environments, as part of the MNE's organisational learning process. Specifically, we investigate how knowledge gaps can be addressed through supportive HR practices, and how knowledge classified as 'rare' can be captured and leveraged through HR interventions such as debriefing. We stipulate that HR practices and interventions adapted to hostile environments, together with expatriate willingness to learn and share new knowledge, play a critical role in the creation, capturing and leveraging of rare knowledge for subsequent use by the MNE in other hostile locations. The study has implications for international HRM and organisational resilience, under the proposition that competitive advantage can be gained through exploitation of rare knowledge acquired in hostile environments. [ABSTRACT FROM AUTHOR]

Criminal acts are the most common traumatic events to which the general population is exposed. Developing clinical guidelines for preventing posttraumatic stress disorder (PTSD) among victims of violent crime would help to reduce the mental health costs related to these events. The goal of the current article was to systematically review published studies on the efficacy of early interventions for victims of violent crime. Of the twelve selected studies, six evaluated the efficacy of cognitive behavioral therapy (CBT), four evaluated psychological debriefing (PD) and two evaluated another type of intervention (i.e., video). Our review found modest and inconsistent effects of active early interventions. CBT appeared to be the most promising early intervention when compared to an assessment condition or a progressive relaxation group, but relatively equivalent to supportive counselling. No proof of efficacy was found for PD compared to other interventions or a control group. A psychoeducational video for rape victims appeared to help a subgroup of victims. The assessment conditions and PD led to similar reductions in posttraumatic symptoms, while CBT had a greater impact. Further research is needed in order to develop early interventions to prevent PTSD, improve quality of life, and reduce healthcare costs. • CBT is the most promising early intervention for the prevention of PTSD. • No proof of efficacy for PD compared to other interventions or a control group. • CBT is superior to PD for early intervention with victims of violent crime. [ABSTRACT FROM AUTHOR]

Experiential activities are a powerful pedagogical tool that have grown in popularity. But there are a series of ethical issues (the "shadow side") that such activities raises. These include (a) inadequate (informed) student choice, (b) bias in what is covered, (c) lack of adequate debriefing, (d) personal exposure in class and community, (e) issues of deception, (f) role behavior being personalized (by self and others), (g) the negative impact of feedback (planned or spontaneous), and (h) the degree of "boundedness" of experiential activities These problems are not inevitable, but with instructor awareness can be lessened. This article also suggests other ways to address these issues. [ABSTRACT FROM AUTHOR]

BACKGROUND: Healthcare is a stressful profession where in addition to routine stressors, there are critical incident (CI) events which are occurrences capable of overwhelming an individual's normal coping mechanisms. The purpose of this quality improvement project was to improve the process by which certified registered nurse anesthetists (CRNAs) exposed to critical incident events are provided post-critical incident support thus mitigating the potential for CI stress. METHODS:We created a CI stress management pilot program for nurse anesthetists employed by an academic hospital located in the Southeastern United States. The program was based upon concepts introduced by Medically Induced Trauma Support Services and the Scott Three-Tiered Interventional Model of Second Victim Support. The program goal was to offer 100% of CRNAs exposed to a CI event supportive measures prior to assuming care for a patient other than the patient involved in the CI event. The program was piloted for five months as data was collected regarding the number and type of critical incident occurrences as well as the percentage of individuals offered said support post-critical incident. The National Institute for Healthcare Improvement's Plan-Do-Study-Act methodology was utilized throughout the pilot period to evaluate for any changes needed to the program as issues arose. RESULTS: Over the five month period, three CI events occurred. Two of the three individuals involved in the events received support as prescribed. Failure of the third individual to receive timely support was due to facility and staff limitations. Nevertheless, the initial receptivity to the program was positive. Future improvement of the program's processes are intended to yield support offered to 100% of individuals involved in a critical incident in a more timely manner. [ABSTRACT FROM AUTHOR]

Clinicians in high-acuity hospital settings experience chronic distress due to the secondhand trauma experienced at work. Chaplains are often responsible for providing staff support to address this distress. One form of staff support is emotional debriefing after critical events. There are few publications about emotional debriefings. It would benefit chaplains to engage in research and discovery regarding emotional debriefing and create a standard model for chaplains to use in staff support., Competing Interests: Declaration of Conflicting InterestsThe author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Debriefing is routinely used in pilot training. Limited empirical studies, however, have investigated what aspects of debriefing contribute to learning outcomes across professions. In this investigation, we focus on the learning of pilots flying large commercial aircraft in a multi-crew flight deck. The researchers observed, recorded and analysed over 32 biannual simulator training and assessment sessions. Each pilot pair engaged in two kinds of experiences across these two-day assessments: (a) a four-hour simulator session with a one-hour debriefing and (b) a three-hour simulator session with an extended period of debriefing. This preliminary report explores the quality and outcomes of these learning experiences, particularly the efficacy of the simulator-to-debriefing ratio. Thematic analysis of post-debriefing semi-structured interviews with three pilot pairs and their shared flight examiner suggests that appropriate debriefing duration and processes should be determined through considering personal readiness of pilots and situational factors during the training. [ABSTRACT FROM AUTHOR]

Background: The American Heart Association recommends debriefing after attempted resuscitation from in-hospital cardiac arrest (IHCA) to improve resuscitation quality and outcomes. This is the first published study detailing the utilization, process and content of hot debriefings after pediatric IHCA.Methods: Using prospective data from the Pediatric Resuscitation Quality Collaborative (pediRES-Q), we analyzed data from 227 arrests occurring between February 1, 2016, and August 31, 2017. Hot debriefings, defined as occurring within minutes to hours of IHCA, were evaluated using a modified Team Emergency Assessment Measure framework for qualitative content analysis of debriefing comments.Results: Hot debriefings were performed following 108 of 227 IHCAs (47%). The median interval to debriefing was 130 min (Interquartile range [IQR] 45, 270). Median debriefing duration was 15 min (IQR 10, 20). Physicians facilitated 95% of debriefings, with a median of 9 participants (IQR 7, 11). After multivariate analysis, accounting for hospital site, debriefing frequency was not associated with patient age, gender, race, illness category or unit type. The most frequent positive (plus) comments involved cooperation/coordination (60%), communication (47%) and clinical standards (41%). The most frequent negative (delta) comments involved equipment (46%), cooperation/coordination (45%), and clinical standards (36%).Conclusion: Approximately half of pediatric IHCAs were followed by hot debriefings. Hot debriefings were multi-disciplinary, timely, and often addressed issues of team cooperation/coordination, communication, clinical standards, and equipment. Additional studies are warranted to identify barriers to hot debriefings and to evaluate the impact of these debriefings on patient outcomes. [ABSTRACT FROM AUTHOR]

Oral debriefing (OD) and video-assisted debriefing (VAD) are commonly used debriefing methods, with no evidence of superiority of one to another. The present study aimed to compare the effects of OD and VAD on the development of learning outcomes in nursing students. This is a quasi-experimental study. A total of 50 first-year nursing students participated in this study. Participants in the control group participated in OD and those in the intervention group took part in VAD. Debriefing improved psychomotor skills, self-confidence, and student satisfaction in both groups. There was no statistically significant difference between OD and VAD in the study outcomes. Both OD and VAD methods have significantly positive impact on simulation outcomes and can increase preparedness of nursing students before entering the clinical settings. Given the widespread use of simulation, more studies are needed to evaluate different methods of debriefing to optimize the usefulness of simulation-based learning. [ABSTRACT FROM AUTHOR]

Introduction: Between 9 and 44% of women experience giving birth as traumatic, and 3% of women develop a post-traumatic stress disorder following childbirth. Knowledge on risk factors is abundant, but studies on treatment are limited. This study aimed to present an overview of means to prevent traumatic birth experiences and childbirth-related post-traumatic stress disorder.Material and Methods: Major databases [Cochrane; Embase; PsycINFO; PubMed (Medline)] were searched using combinations of the key words and their synonyms.Results: After screening titles and abstracts and reading 135 full-text articles, 13 studies were included. All evaluated secondary prevention, and none primary prevention. Interventions included debriefing, structured psychological interventions, expressive writing interventions, encouraging skin-to-skin contact with healthy newborns immediately postpartum and holding or seeing the newborn after stillbirth. The large heterogeneity of study characteristics precluded pooling of data. The writing interventions to express feelings appeared to be effective in prevention. A psychological intervention including elements of exposure and psycho-education seemed to lead to fewer post-traumatic stress disorder symptoms in women who delivered via emergency cesarean section.Conclusions: No research has been done on primary prevention of traumatic childbirth. Research on secondary prevention of traumatic childbirth and post-traumatic stress disorder following delivery provides insufficient evidence that the described interventions are effective in unselected groups of women. In certain subgroups, results are inhomogeneous. [ABSTRACT FROM AUTHOR]

As a vehicle for data collection, the questionnaire is a vital component in achieving higher quality in research studies. A frequent difficulty with questionnaire design is that respondents often misinterpret the questions. This difficulty has been recognized in the literature. In recent years, there has been increased emphasis on building quality into questionnaire design through pretesting. A pretest aims to ensure quality by subjecting the questionnaire to some types of evaluations to assess its ability to collect the desired data. Whether constructing a new scale or revising an existing scale, through pretesting, researchers may be able to confirm whether the scale uses clear and appropriate language, has no obvious errors or omissions, and has adequate psychometric properties. Questionnaire pretesting, therefore, is a crucial element of a good study design. Prior to the use of pretests, questionnaire problems were diagnosed mainly by the questionnaire designers (through their expertise in the subject) and the interviewers (through their experience in administering the questionnaire). Thus, detailed reports of appropriate methods to undertake pretesting are currently underrepresented. As the first of its kind, this paper compares the results of two pretesting methods - namely, cognitive interviewing and respondent debriefing - used to evaluate a series of questions from the questionnaire developed for the study of executive information systems (EIS) adoption factors by knowledge workers. We believe the protocols contribute to reducing shortfalls in pretesting guidance for researchers and practitioners. This paper also aims to inform others about the research and to encourage discussions on the topic. [ABSTRACT FROM AUTHOR]

Background: Debriefing improves care and reduces error. To be effective, debriefs should be facilitated by trained individuals utilising structured and validated tools. Currently, in UK ambulance services there is no published evidence that structured processes utilising validated tools are being consistently delivered by trained facilitators, potentially impacting clinical practice. Methods: A pre-intervention survey related to debriefing was sent to 1000 clinicians within a specific geographical area of the trust via e-mail. In addition, 12 senior or advanced paramedics were recruited from the same area to participate in a training day and 12-week trial, utilising the Debrief Diamond as part of post-event debriefing. Following the trial period, all facilitators and participants of any recorded debriefs were invited to complete a post-intervention survey. Results: A total of 130 staff responded to the pre-intervention survey, with 22% reporting that previous debriefs had not identified areas for learning, and 13% reporting that previous debriefs had not identified good practice, learning opportunities or near misses. Post-intervention, 89% believed the process of debriefing was improved utilising a structured framework, 85% stated trained individuals improved the process, 93% reported the identification of good practice, 70% identified team level learning and 100% of facilitators reported improvements in identifying and supporting learning. Conclusion: Improvements in identifying good practice and learning opportunities were reported by both clinicians and facilitators in this evaluation, reflecting current evidence that structured and facilitated debriefs support safer care through the identification and subsequent reduction of human error. Consequently, the evaluation of appropriate debrief frameworks to provide consistency and validity to clinical debriefs in the pre-hospital environment should be considered to support safer clinical care. [ABSTRACT FROM AUTHOR]

Despite the popularity of performance analysis with high performance rugby environments, limited attention has been paid to understanding how coaches and practitioners use this information to impact on performance. The aim of this case study was to gain an in-depth understanding of how a professional rugby team – playing in New Zealand’s ITM cup competition – uses the post-match and pre-match meetings to debrief after performance and preview prior to future performance. Multiple ethnographic techniques were employed to generate a comprehensive picture of the phenomena, including participant observation, video recordings, formal and informal interviews, field notes, descriptive statistics and document analysis. Each meeting was transcribed separately and analysed using an inductive content analysis process and themes were identified. The case study explores how four key factors – the role of the coach-facilitator, player engagement, leadership and the balance between reflection and preparation – impact on the debrief/preview process. The findings reveal that while considerable emphasis was placed on the importance of player learning and engagement in team meetings, delivery was often ad hoc, coach-driven and results-focused. [ABSTRACT FROM AUTHOR]

Background: Approximately 5%-10% of newly born babies need intervention to assist transition from intra- to extrauterine life. All providers in the delivery ward are trained in neonatal resuscitation, but without clinical experience or exposure, training competency is transient with a decline in skills within a few months. The aim of this study was to evaluate whether neonatal resuscitations skills and team performance would improve after implementation of video-assisted, performance-focused debriefings.Methods: We installed motion-activated video cameras in every resuscitation bay capturing consecutive compromised neonates. The videos were used in debriefings led by two experienced facilitators, focusing on guideline adherence and non-technical skills. A modification of Neonatal Resuscitation Performance Evaluation (NRPE) was used to score team performance and procedural skills during a 7 month study period (2.5, 2.5 and 2 months pre-, peri- and post-implementation) (median score with 95% confidence interval).Results: We compared 74 resuscitation events pre-implementation to 45 events post-implementation. NRPE-score improved from 77% (75, 81) to 89% (86, 93), P < 0.001. Specifically, the sub-categories "group function/communication", "preparation and initial steps", and "positive pressure ventilation" improved (P < 0.005). Adequate positive pressure ventilation improved from 43% to 64% (P = 0.03), and pauses during initial ventilation decreased from 20% to 0% (P = 0.02). Proportion of infants with heart rate > 100 bpm at 2 min improved from 71% pre- vs. 82% (P = 0.22) post-implementation.Conclusion: Implementation of video-assisted, performance-focused debriefings improved adherence to best practice guidelines for neonatal resuscitation skill and team performance. [ABSTRACT FROM AUTHOR]

Introduction: The psychomotor skill of cardiopulmonary resuscitation emphasized the importance of high-quality chest compression. This investigation examined the effect of self-debriefing and the different materials of debriefing during hands-on cardiopulmonary resuscitation practice for healthcare providers. Methods: This was a randomized controlled trial of a cardiopulmonary resuscitation training program involving emergency medical technicians in northern Taiwan. Participants were blinded to the study purpose and were allocated randomly using the black envelope method. All participants completed a 2-min pre-test of hands-only cardiopulmonary resuscitation using a manikin. Those who were allocated to the control group received self-debriefing with knowledge of pre-test result. Those who were allocated to the experimental group received self-debriefing with an additional biomechanical information of performance of chest compression. A post-test was performed 30 min after the pre-test. Results: A total of 88 participants were enrolled with 44 in each group. There was significant difference of cardiopulmonary resuscitation quality after self-debriefing among all participants (pre- vs post-test adequate rate, 54.7% vs 67.5%, p = 0.028; adequate depth, 41.2% vs 69.5%, p < 0.001; full recoil, 35.9% vs 54.5%, p = 0.001). The analysis of effects of self-debriefing with additional knowledge of performance revealed no significant difference in any of the measurements (improvement in adequate rate, 11.3% vs 14.2%, p = 0.767; adequate depth, 29.6% vs 27.0%, p = 0.784; full recoil, 23.0% vs 14.1%, p = 0.275). Conclusion: Self-debriefing improved hands-only cardiopulmonary resuscitation quality whether or not biomechanical information of performance of chest compression was given. [ABSTRACT FROM AUTHOR]

BACKGROUND: After two strong earthquakes in the Emilia region in Italy, many HCWs had to deal with the psychological consequences of the aftershocks. OBJECTIVE: The aims of this case study were a) to describe the psychosocial condition of the HCWs affected by the earthquake; b) to present an intervention immediately after the earthquake on HCWs in a post-disaster situation using a mixed-method approach. METHODS: A mixed-method study was conducted collecting qualitative data (during Group Counselling sessions) and quantitative data (through questionnaires). RESULTS: The results suggested that the impact of the earthquake was very strong, as more than 80% perceived at least a severe impact event capable of altering their ability to function; most of the thoughts and feelings were related to death and fear. CONCLUSIONS: This study adds knowledge about how to plan interventions aiming to help those workers at both individual and organisational level. [ABSTRACT FROM AUTHOR]