Debriefing Post-Simulation and SRNA Self-Confidence and Satisfaction
Date
2021
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Abstract
The development of safe clinical judgment and practice in student registered nurse anesthetists (SRNAs) requires intensive skill training. Simulation-based education provides a safe learning environment, allowing for the honing of high-risk clinical skills, without compromising patient safety. Debriefing is considered a crucial element of simulation as it facilitates reflection on performance, enhances learning during simulation, bridges the gap between theory and practice, and assimilates learning experiences into future clinical practices. A large amount of research supports the use of simulation, yet debriefing is seldom the focus of research. The paucity of data supporting structured debriefing after high-fidelity patient simulation and its effects on self-confidence and satisfaction in SRNAs spurred the development of a post-test scholarly project on the difference between two evidence-based debriefing methods and the effects on SRNA self-confidence and satisfaction in learning. The objective of this scholarly project was to contribute evidence to debriefing methods used in nurse anesthesia simulation education. Four SRNAs, from AdventHealth University (AHU) 2021 and 2022 cohorts, participated in a crisis simulation scenario. This simulation was followed by two randomly assigned debriefing methods. Student self-confidence and satisfaction in learning was measured by using a modified version of the National League of Nursing Student Self-Confidence and Satisfaction 13-item questionnaire. The scholarly project was intended to provide the nurse anesthesia program at AHU recommendations and contribute to the growing body of knowledge on a structured debriefing method in promoting SRNA self-confidence and satisfaction in learning. Due to the small sample size, conclusions could not be drawn.
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