How to quote
Calle-Domínguez C, Cardenete-Reyes C, Martín-Reyes D, González Sanz P. Evaluación y satisfacción del debriefing facilitado por un instructor frente al facilitado por iguales. Metas Enferm jul/ago 2022; 25(6):15-23. Doi: https://doi.org/10.35667/MetasEnf.2022.25. 1003081957
Cristina Calle-Domínguez1, César Cardenete-Reyes2, Diana Martín-Reyes3, Pilar González Sanz4
1Doctoranda. Universidad Europea de Madrid. Servicio de Emergencias Extrahospitalarias SUMMA 112. Madrid (España)2Doctor. Servicio de Emergencias Extrahospitalarias SUMMA 112. Madrid (España)3Doctora. Servicio de Emergencias Extrahospitalarias SAMUR-PC. Madrid (España)4Doctora. Departamento de Enfermería y Nutrición. Universidad Europea de Madrid. Villaviciosa de Odón, Madrid (España)
Cristina Calle Domínguez. Servicio de Emergencias Extrahospitalarias SUMMA 112. C/ Antracita, 2-bis. 28045 Madrid (España).
Contact email: firstname.lastname@example.org
Objective: to compare the assessment and satisfaction by participants for the debriefing provided by peers vs. the one conducted by instructors in a high fidelity clinical simulation at a post-graduate Nursing course on Out-of-Hospital Emergencies.
Method: a quasi-experimental study conducted in 2019 at the Universidad Rey Juan Carlos (Madrid). The population consisted in nurses who had been enrolled for the first time. They were assigned to a control arm (debriefing provided by experienced instructors – CA) or an intervention arm (provided by peers who received a 2-hour training on debriefing – IA). After each simulation (four in total) debriefings were assessed through the EDSS© questionnaire (29 items from 1 to 7 scores), and satisfaction (from 1 to 7 scores). Descriptive statistics was conducted as well as comparison for the overall results of the four sessions in both arms.
Results: all the 30 persons enrolled participated in the study. The evaluation with the EDSS© questionnaire was similar in both arms, except in the ability of the facilitator to establish a stimulating learning environment (CA = 6.61; IA = 6.23; p= 0.019) and in the level of knowledge of the facilitator and how they used it to help the participants to improve their future performance (CA = 6.74; IA = 6.33; p= 0.003). Overall satisfaction was similar in both arms (CA = 6.63; IA = 6.55; p= 0.374).
Conclusions: debriefing facilitated by a peer represents an alternative to traditional debriefing in post-graduate nurse training, based on the evaluation results of participants and their satisfaction; however, other aspects should also be assessed.
debriefing; learning through high-fidelity simulation; training feedback; post-graduate education in Nursing; pre-hospital care; quasi experimental study
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