Comparing Two Types of Debriefing “Oral Discussion Feedback” and “Video-Assisted Oral Discussion” in Simulation-Based Education on Learning Outcomes in Nursing Students

Abstract

Abstract: Purpose and background :Nowadays health care systems are extremely dynamic. Using traditional educating methods in response of rapid changes in the health system are challenging. Thus, we aimed to compare the effect of debriefing methods in simulation-based education by using active teaching strategies in order to evaluate their effects on few educating outcomes in nursing students. Materials and methods: The present study is a randomized quasi-experimental study with a control group. Study specimens were nursing students in their 6th semester, from the faculty of nursing and midwifery of Tabriz University of medical sciences. The students of this class were randomly allocated to two groups of 28 “debriefing by oral discussion” and “debriefing by video-assist oral discussion”. Before beginning the intervention, we completed questionnaires about student’s knowledge, satisfaction, self-confidence, self-evaluation and function. After implementing the intervention (two weeks) and providing each groups particular education, students learning outcomes were assessed and analyzed. The Statistical Package for Social Science (SPSS) version 21 was used for the statistical analysis. Findings: According to the results obtained from this study, there was no statistical significant differences in comparing two debriefing methods “oral discussion” and “video-assisted oral discussion” in simulation-based education on learning outcomes. Also, in comparing nursing student’s grades before and after the intervention, we observed that both methods had significant positive effects on learning outcomes such as knowledge, function, self-confidence and satisfaction. Conclusion: The present study indicated that both debriefing methods had significant positive effects on learning outcomes such as knowledge, function, self-confidence and satisfaction. Thus, it is suggested that one of these two methods be used as an integral part in the simulation-based learning process, in order to provide an opportunity for feedback and rethinking in learning.