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Effect of Team Debriefing in Simulation-based Cardiac Arrest Emergency Nursing Education
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Korean J Adult Nurs : Korean Journal of Adult Nursing

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Original Research

Effect of Team Debriefing in Simulation-based Cardiac Arrest Emergency Nursing Education

SangJin Ko, RN, MSN1, Eun-Hee Choi, Ph.D., RN2
Korean Journal of Adult Nursing 2017;29(6):667-676.
Published online: December 18, 2017

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Corresponding author: Choi, Eun-Hee Department of Nursing, Yeungnam University College, 170 Hyeonchung-ro, Nam-gu, Daegu 42415, Korea. Tel: +82-53-650-9388, Fax: +82-53-625-4705, E-mail: eh5472@ync.ac.kr
• Received: September 30, 2017   • Accepted: December 18, 2017

© 2017 Korean Society of Adult Nursing

This is an open access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/ by-nc/3.0), which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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  • Purpose
    The aim of this study was to verify the effect of simulation and examine the effect of within-team debriefing for cardiac arrest emergency nursing education.
  • Methods
    A non-equivalent control group quasi-experimental de-sign was used. The participants in this study were 199 senior nursing students from one nursing school in Daegu, Korea. Data were analyzed using x2 test, t-test, Fisher's exact test with SPSS 22.0 program.
  • Results
    Developed simulation protocol in this study increased the learning immersion (t=12.19, p<.001, t=5.07, p<.001), learning confidence (t=-10.36, p<.001, t=-5.99, p<.001) and clinical performance ability (t=-10.88, p<.001, t=-3.84, p=.002) among nursing students. In addition to this, learning immersion (t=2.66, p=.008), learning confidence (t=-2.78, p=.006), simulation satisfaction (t=-3.15, p=.002) and clinical performance (t=-3.02, p=.005) were sig-nificantly higher in the experiment group using within-team debriefing.
  • Conclusion
    The results indicate that simulation using within-team debriefing was an effective educational method for nursing students.
  • Key Words: Simulation training; Emergency nursing; Education; Heart arrest
Figure 1.
Flowchart of study.
kjan-29-667f1.jpg
Table 1.
Homogeneity Test of General Characteristics and Dependent Variables (N=199)
Characteristics Categories Total Exp. (n=98) Cont. (n=101) x2 or t p
n (%) or M± SD n (%) or M± SD n (%) or M± SD
Age (year)   23.60±1.32 23.54±1.32 23.66±1.32 0.66 .513
Gender Male 12 (6.0) 7 (7.1) 5 (5.0) 0.42 .516
Female 187 (94.0) 91 (92.9) 96 (95.0)    
Religion Yes 136 (68.3) 70 (71.4) 66 (65.3) 0.85 .356
No 63 (31.7) 28 (28.6) 35 (34.7)    
Satisfaction about nursing major High 73 (36.7) 30 (30.6) 43 (42.6) 3.72 .180†
Average 122 (61.3) 65 (66.3) 57 (56.4)    
Low 4 (2.0) 3 (3.1) 1 (1.0)    
Satisfaction about clinical practice High 44 (22.1) 22 (22.4) 22 (21.8) 2.47 .332†
Average 149 (74.9) 75 (76.5) 74 (73.3)    
Low 6 (3.0) 1 (1.0) 5 (5.0)    
Interpersonal relationship High 125 (62.8) 59 (60.2) 66 (65.3) 1.11 .592†
Average 71 (35.7) 38 (38.8) 33 (32.7)    
Low 3 (1.5) 1 (1.0) 2 (2.0)    
Coping ability High 122 (61.3) 63 (64.3) 59 (58.4) 2.22 .330
Average 69 (34.7) 33 (33.7) 36 (35.6)    
Low 8 (4.0) 2 (2.0) 6 (6.0)    
Grade point average 4.0~4.5 7 (3.5) 6 (6.1) 1 (1.0) 5.54 .219†
3.5~3.9 81 (40.7) 43 (43.9) 38 (37.6)    
3.0~3.4 76 (38.2) 33 (33.7) 43 (42.6)    
2.5~2.9 32 (16.1) 15 (15.3) 17 (16.8)    
＜2.5 3 (1.5) 1 (1.0) 2 (2.0)    
Learning immersion   35.64±4.79 36.22±4.97 35.07±4.56 1.71 .089
Learning confidence   29.46±3.69 29.94±3.68 29.00±3.66 1.80 .073

Exp.=experimental group; Cont.=control group;

†Fisher's exact test.

Table 2.
Comparison of Clinical Performance Ability of Team (N=30)
Variables Groups Pretest Posttest t p Differences t p
M± SD M± SD M± SD
Clinical performance ability Exp. (n=15) 11.53±2.55 28.37±6.85 -10.88 ＜.001 16.83±5.99 -3.02 .005
Cont. (n=15) 12.67±7.71 21.27±7.26 -3.84 .002 8.60±8.69    
t (p) -0.54 (.593) 2.75 (.010)          
Attitude Exp. (n=15) 1.43±0.65 6.13±1.77 -9.79 ＜.001 4.70±1.86 -3.31 .003
Cont. (n=15) 2.47±2.59 4.60±2.20 -3.51 .003 2.13±2.36    
t (p) -1.50 (.145) 2.11 (.044)          
Knowledge and skill Exp. (n=15) 10.10±2.28 22.23±5.33 -10.07 ＜.001 12.13±4.67 -2.64 .014
Cont. (n=15) 10.20±5.38 16.67±5.70 -3.63 .003 6.47±6.89    
t (p) -0.07 (.948) 2.76 (.010)          

Exp.=experimental group; Cont.=control group.

Table 3.
Comparison of Learning Immersion, Learning Confidence and Simulation Satisfaction (N=199)
Variables Groups Pretest Posttest t p Differences t p
M± SD M± SD M± SD
Learning immersion Exp. (n=98) 36.22±4.97 43.13±4.26 12.19 ＜.001 6.91±5.61 2.66 .008
Cont. (n=101) 35.07±4.56 39.29±7.48 5.07 ＜.001 4.22±8.36    
Learning confidence Exp. (n=98) 3.74±0.46 4.30±0.45 -10.36 ＜.001 0.56±0.54 -2.78 .006
Cont. (n=101) 3.63±0.46 3.97±0.52 -5.99 ＜.001 0.34±0.58    
Simulation satisfaction Exp. (n=98) - 4.54±0.50 - - - -3.15 .002
Cont. (n=101) - 4.30±0.58 - - -    

Exp.=experimental group; Cont.=control group.

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    Effect of Team Debriefing in Simulation-based Cardiac Arrest Emergency Nursing Education
    Korean J Adult Nurs. 2017;29(6):667-676.   Published online December 31, 2017
    DOI: https://doi.org/10.7475/kjan.2017.29.6.667
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    Effect of Team Debriefing in Simulation-based Cardiac Arrest Emergency Nursing Education
    Korean J Adult Nurs. 2017;29(6):667-676.   Published online December 31, 2017
    DOI: https://doi.org/10.7475/kjan.2017.29.6.667
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    Effect of Team Debriefing in Simulation-based Cardiac Arrest Emergency Nursing Education
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    Figure 1. Flowchart of study.

    Figure 1.

    Effect of Team Debriefing in Simulation-based Cardiac Arrest Emergency Nursing Education

    Homogeneity Test of General Characteristics and Dependent Variables (N=199)

    Characteristics Categories Total Exp. (n=98) Cont. (n=101) x2 or t p
    n (%) or M± SD n (%) or M± SD n (%) or M± SD
    Age (year)   23.60±1.32 23.54±1.32 23.66±1.32 0.66 .513
    Gender Male 12 (6.0) 7 (7.1) 5 (5.0) 0.42 .516
    Female 187 (94.0) 91 (92.9) 96 (95.0)    
    Religion Yes 136 (68.3) 70 (71.4) 66 (65.3) 0.85 .356
    No 63 (31.7) 28 (28.6) 35 (34.7)    
    Satisfaction about nursing major High 73 (36.7) 30 (30.6) 43 (42.6) 3.72 .180†
    Average 122 (61.3) 65 (66.3) 57 (56.4)    
    Low 4 (2.0) 3 (3.1) 1 (1.0)    
    Satisfaction about clinical practice High 44 (22.1) 22 (22.4) 22 (21.8) 2.47 .332†
    Average 149 (74.9) 75 (76.5) 74 (73.3)    
    Low 6 (3.0) 1 (1.0) 5 (5.0)    
    Interpersonal relationship High 125 (62.8) 59 (60.2) 66 (65.3) 1.11 .592†
    Average 71 (35.7) 38 (38.8) 33 (32.7)    
    Low 3 (1.5) 1 (1.0) 2 (2.0)    
    Coping ability High 122 (61.3) 63 (64.3) 59 (58.4) 2.22 .330
    Average 69 (34.7) 33 (33.7) 36 (35.6)    
    Low 8 (4.0) 2 (2.0) 6 (6.0)    
    Grade point average 4.0~4.5 7 (3.5) 6 (6.1) 1 (1.0) 5.54 .219†
    3.5~3.9 81 (40.7) 43 (43.9) 38 (37.6)    
    3.0~3.4 76 (38.2) 33 (33.7) 43 (42.6)    
    2.5~2.9 32 (16.1) 15 (15.3) 17 (16.8)    
    ＜2.5 3 (1.5) 1 (1.0) 2 (2.0)    
    Learning immersion   35.64±4.79 36.22±4.97 35.07±4.56 1.71 .089
    Learning confidence   29.46±3.69 29.94±3.68 29.00±3.66 1.80 .073

    Exp.=experimental group; Cont.=control group;

    †Fisher's exact test.

    Comparison of Clinical Performance Ability of Team (N=30)

    Variables Groups Pretest Posttest t p Differences t p
    M± SD M± SD M± SD
    Clinical performance ability Exp. (n=15) 11.53±2.55 28.37±6.85 -10.88 ＜.001 16.83±5.99 -3.02 .005
    Cont. (n=15) 12.67±7.71 21.27±7.26 -3.84 .002 8.60±8.69    
    t (p) -0.54 (.593) 2.75 (.010)          
    Attitude Exp. (n=15) 1.43±0.65 6.13±1.77 -9.79 ＜.001 4.70±1.86 -3.31 .003
    Cont. (n=15) 2.47±2.59 4.60±2.20 -3.51 .003 2.13±2.36    
    t (p) -1.50 (.145) 2.11 (.044)          
    Knowledge and skill Exp. (n=15) 10.10±2.28 22.23±5.33 -10.07 ＜.001 12.13±4.67 -2.64 .014
    Cont. (n=15) 10.20±5.38 16.67±5.70 -3.63 .003 6.47±6.89    
    t (p) -0.07 (.948) 2.76 (.010)          

    Exp.=experimental group; Cont.=control group.

    Comparison of Learning Immersion, Learning Confidence and Simulation Satisfaction (N=199)

    Variables Groups Pretest Posttest t p Differences t p
    M± SD M± SD M± SD
    Learning immersion Exp. (n=98) 36.22±4.97 43.13±4.26 12.19 ＜.001 6.91±5.61 2.66 .008
    Cont. (n=101) 35.07±4.56 39.29±7.48 5.07 ＜.001 4.22±8.36    
    Learning confidence Exp. (n=98) 3.74±0.46 4.30±0.45 -10.36 ＜.001 0.56±0.54 -2.78 .006
    Cont. (n=101) 3.63±0.46 3.97±0.52 -5.99 ＜.001 0.34±0.58    
    Simulation satisfaction Exp. (n=98) - 4.54±0.50 - - - -3.15 .002
    Cont. (n=101) - 4.30±0.58 - - -    

    Exp.=experimental group; Cont.=control group.
    Table 1. Homogeneity Test of General Characteristics and Dependent Variables (N=199)

    Exp.=experimental group; Cont.=control group;

    Fisher's exact test.

    Table 2. Comparison of Clinical Performance Ability of Team (N=30)

    Exp.=experimental group; Cont.=control group.

    Table 3. Comparison of Learning Immersion, Learning Confidence and Simulation Satisfaction (N=199)

    Exp.=experimental group; Cont.=control group.

    Table 1.

    Table 2.

    Table 3.

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