Details

Autor(en) / Beteiligte

• Kim, Young-Ju
• Noh, Gie-Ok
• Im, Young-Soon

Titel

Effect of Step-Based Prebriefing Activities on Flow and Clinical Competency of Nursing Students in Simulation-Based Education

Ist Teil von

• Clinical simulation in nursing, 2017-11, Vol.13 (11), p.544-551

Ort / Verlag

Elsevier Inc

Erscheinungsjahr

2017

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• We provided systematic prebriefing activities to investigate differences in the flow, clinical competency, satisfaction, and self-confidence of nursing students who participated in simulation-based education. We used a quasi-experimental, nonequivalent control group, nonsynchronized design. Selected by convenience sampling, participants comprised 207 junior/senior nursing students. The interventions comprised three prebriefing steps: the control group received step 1 and the two experimental groups received steps 1 and 2 and steps 1, 2, and 3, respectively. The second experimental group showed the highest amount of flow, satisfaction, and self-confidence. In simulation-based education, several prebriefing activities should be developed and integrated. •We provided three step-based prebriefing activities (oral orientation, prior experience of the simulation environment, and practice of nursing skills in an open laboratory) to three different groups.•Group 1 received only oral orientation, group 2 received oral orientation and prior experience of the simulation environment, and group 3 received all three steps of activities.•Group 3 receiving all three prebriefing activities showed significantly highest scores in flow, clinical competency, satisfaction, and self-confidence.•Prebriefing is a critical element for learners to focus on simulation and achieve the objectives in simulation-based learning.