Bakgrund: Debreifingsamtalet utvecklades ursprungligen på 1980-talet av Jeffrey T Mitchell som en metod för ambulanspersonal att bearbeta traumatiska upplevelser. Debriefing är ett samtal som syftar till att bearbeta negativa stress-reaktioner efter en traumatisk upplevelse.   Problemformulering: Vårdpersonal inom akutsjukvården utsätts ofta för traumatiska upplevelser, vilka kan utlösa stressreaktioner som medverkar till att personalen inte kan arbeta efter sin fulla förmåga och kompetens. Syfte: Syftet med den systematiska litteraturstudien var att beskriva betydelsen av debriefingsamtal för vårdpersonal inom akutsjukvården. Metod: En systematisk litteraturstudie innehållande 8 kvantitativa och 2 kvalitativa artiklar från databaserna Cinahl, Pubmed och PsychINFO genomfördes. Artiklarna analyserades med hjälp av granskningsmallar samt utifrån en innehållsanalys. Resultat: Personal uppgav att det fanns behov av debriefingsamtal, samtidigt som forskningen visade på att debriefing även kunde ha förvärrande inverkan på personalens psykiska välbefinnande. Forskning visade att det råder stor brist på riktlinjer inom akutsjukvården för debriefingsamtalen. Resultaten visade även att debriefingsamtal kunde fungera stärkande för kommunikationen inom arbetslaget. Slutsats: Litteraturstudien visade att debriefingsamtal i många studier var positivt och högt rankat av personalen. Vi som författare drar slutsatsen att mer forskning på området behövs för att kunna skapa tydligare riktlinjer för debriefingsamtal inom akutsjukvården. Ingen enhetlig betydelse av debriefingsamtal framkom i studien.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2008. / Title from title screen (site viewed July 21, 2009). PDF text: 178 p. ; 1 Mb. UMI publication number: AAT 3342066. Includes bibliographical references. Also available in microfilm and microfiche formats.

Background: Simulation has been a method used in pilots training for many years. It has been an effective method of training pilots for situations that may occur. Preparation with a low risk and a high fidelity should therefore be possible to use in other occupations. In healthcare, simulation is a relatively new method and has so far limited research. Aim: The aim of this study was to illuminate nurses' experience of simulated training. Method: To illustrate the experience of simulated training, a literature review was chosen as a method and both qualitative and quantitative articles were chosen. An analysis of twelve scientific articles were carried out. Result: Qualitative data showed that nurses' experience of simulated training was generally positive and that the nurses could use simulation as a tool for development. Quantitative data enhanced results of knowledge and confidence after simulation training but also that feedback and reflection were important for learning. Conclusion: By using simulation training, nurses can develop their skills, learn new skills and practice skills that they do not use frequently. Using simulation, high risk situations with deteriorating patient, can be practiced with low risk for the actual patient. Nurses´ experience, knowledge and skills can during simulation, as a safe environment, develop and gain patient safety and good patient outcome in real-life situations.

Indiana University-Purdue University Indianapolis (IUPUI) / Debriefing is the most significant component of simulation, yet the impact of debriefer training for this critical time of learning has not been reported. Although training of debriefers in the use of a structured debriefing method has been recommended by nursing organizations and regulating bodies, a description of the impact of training on the understanding and application of debriefing within nursing programs is largely unknown. Debriefing for Meaningful Learning© (DML) is a structured, evidencebased debriefing method that promotes the development of clinical reasoning among prelicensure nursing students. DML has been adopted for use across the curriculum throughout nursing education. However, little is known regarding how debriefers are trained in this method and how that training impacts their understanding and application of the method. The DML Inventory (DMLI), was developed and tested for this research study, and used to assess and document 234 debriefers’ understanding of the central concepts of DML and subsequent application of DML behaviors during simulation debriefing with prelicensure baccalaureate nursing students. Statistically significant differences were found between those debriefers who had and had not been trained in DML. Statistically significant differences were also found in the understanding of the DML central concepts, and in the application of DML based on the types of training the debriefers received. viii The data indicate that DML trained debriefers consistently apply more DML behaviors than those who had not received training, and that multiple sources of training resulted in a more consistent application of DML debriefing behaviors. Furthermore, understanding the central concepts of DML resulted in debriefers consistently applying more debriefing behaviors consistent with the DML design. This study contributes to the growing body of knowledge of debriefing in nursing education and training in evidence-based debriefing methods, by providing a tested instrument that can be used to assess debriefers using DML. The findings also demonstrate the impact of the type of training on how structured debriefing methods are then implemented in teaching-learning environments, which can be used to improve future training.

No description available.

The present study explored the impact of the individual difference, goal orientation, on the team intervention, debriefing, thus contributing insight into a previously unexplored component behind debriefing effectiveness. Three sub-dimensions of goal orientation were examined in terms of their influence on debriefing: learning goal orientation, performance-prove goal orientation and performance-avoid goal orientation. The outcomes investigated included elements of a successful debrief: self-correction, self-promotion and speaking up behavior. A sample (N=69) of undergraduate students at the University of Central Florida individually completed a goal orientation self-report measure and participated in a team debriefing session within their three-person teams. The audio-recorded debriefing videos were transcribed and coded line-by-line to indicate the presence of the outcome variables. Hierarchical multiple regressions were utilized to analyze the direct relationships between the specific goal orientation sub-dimensions and hypothesized outcomes. Theoretical and practical implications are discussed.

OBJECTIVE: Simulation offers an important avenue for surgical and anesthesia training. This is especially important for crisis management scenarios where individuals need to act quickly and efficiently for optimal patient care. Practice based performance can be measured and real time feedback provided during debriefing scenarios. METHODS: In this paper, we highlight a dual anesthesia and otolaryngology cavernous carotid injury scenario. The trials were run three different times with inter-trial debriefing. RESULTS: The focused debriefing improved resident performance in terms of blood loss on subsequent trials. Furthermore, the learners provided important feedback regarding the utility of training and how it improved their ability to handle crisis management scenarios in the future. CONCLUSION: Debriefing for crisis management in a simulation trial improves performance and trainee confidence. Follow up studies will evaluate real world effectiveness over a longer follow up period.

Mellan 2005- 2014 registrerades 15956 hjärtstopp på sjukhus i Sverige. Sjuksköterskor är ofta först på plats vid ett hjärtstopp och det är ett krav att de är utbildade inom S-HLR och D-HLR. I hjärt- och lungräddning ingår många moment som ska utföras på kort tid och under hög press. Det är viktigt att sjuksköterskor får möjlighet att bearbeta händelsen för att utvecklas i sin yrkesroll och hantera eventuella känslor som uppkommit. Syftet var att undersöka sjuksköterskors upplevelser kring hjärt- och lungräddning inom slutenvården. Studien genomfördes som en litteraturstudie där 11 artiklar användes till resultatet. Innehållet i artiklarna genererade tre övergripande teman; sjuksköterskors upplevelser före HLR, sjuksköterskors upplevelser under HLR och sjuksköterskors upplevelser efter HLR. Kontinuerlig HLR- utbildning upplevdes vara en positiv erfarenhet som förberedde sjuksköterskorna inför verkliga situationer. Dock kunde simuleringarna vara för simpla och inte tillräckligt verklighetstrogna. HLR- situationen upplevdes oftast som stressande och ångestladdad och gav många sjuksköterskor ett adrenalinpåslag som både kunde ha en positiv och negativ inverkan på den kognitiva funktionen. Sjuksköterskorna upplevde att de efter händelsen hade ett behov av att bearbeta känslor och ett bra instrument för detta ansågs vara debriefing. Ytterligare forskning om sjuksköterskors upplevelser av HLR krävs för att utröna varför vissa sjuksköterskor påverkas mer än andra av händelsen trots likartad utbildning. / Between 2005-2014 a total of 15959 cardiac arrests were registered at Swedish hospitals. Nurses’ are often the first people on the scene of a cardiac arrest and it is required of them to be educated in CPR and CPR-D. In CPR many elements that must be performed during a short period of time and under high pressure are included. It is important that nurses’ get the opportunity to process the situation to progress in their profession and deal with potential feelings that might occur. The aim was to explore nurses’ experiences during cardiopulmonary resuscitation in hospitals. The study was a literature review where 11 articles were used for the result. The articles generated three major themes; nurses’ experiences before CPR, nurses’ experiences during CPR and nurses’ experiences after CPR. Continuous CPR- training was as a positive experience that prepared nurses’ for real situations. However, the simulations were viewed as being too simplistic and not realistic enough. The CPR- situation was often experienced as stressful with high levels of anxiety that made the nurses’ adrenaline flow which could have both a positive and negative impact on cognitive function. The nurses’ experienced that they after the event felt a need to process emotions and a good instrument for that was considered debriefing. Further research on nurses' experiences of CPR is required to determine why some nurses’ are more affected than others by the event despite similar training.

A concepção de que o uso da simulação realística agrega diferencial ao processo de formação dos enfermeiros tem impulsionado instituições de ensino superior a conhecerem essa estratégia metodológica. Como parte da simulação, o debriefing tem sido apontado como um dos momentos mais privilegiados para a aprendizagem. Com base no pressuposto de que graduandos de enfermagem apresentam melhor desempenho clínico na assistência de enfermagem em sala de vacina, utilizando-se o debriefing após cenários realísticos como método de ensino, esse estudo teve como objetivos comparar o desempenho clínico de discentes que passaram por cenários de aprendizagem com e sem debriefing e verificar sua opinião quanto ao uso de cenários com debriefing. Tratou-se de um e estudo longitudinal, prospectivo, de intervenção, randomizado em crossover, de abordagem quantitativa, do tipo antes e depois, que investigou a ocorrência de diferenças nos resultados dos exames de desempenho realizados por discentes que passaram por cenários com e sem debriefing em um Centro de Simulação. A população do estudo foi composta por 120 alunos do semestre de graduação em Enfermagem de uma Universidade privada. A aleatorização foi realizada com apoio estatístico em dois grupos, experimental e controle, considerando-se como variável interveniente ao processo ensino e aprendizagem os tercis de notas dos alunos no primeiro exame de desempenho clínico. As fases da pesquisa incluíram a ministração de aula teórica e de aula prática demonstrativa sobre imunização infantil e procedimentos para administração de vacinas pela docente da disciplina para todos os alunos. Depois dessa etapa, foi realizado o primeiro exame de desempenho clínico que serviu como medida basal e subsidiou o processo de randomização. Após a randomização, o grupo experimental realizou cenários com debriefing e o grupo controle realizou cenários sem debriefing, e ambos os grupos foram submetidos à intervenção, ou seja, ao segundo exame de desempenho clínico. Por fim, para garantir a igualdade de oportunidade de aprendizagem, foi realizada a troca dos grupos (crossover): o grupo controle passou a realizar cenários com debriefing e o grupo experimental cenários sem debriefing, realizando-se ao final o terceiro exame de desempenho clínico. Os resultados da pesquisa mostraram que houve melhora no desempenho do grupo experimental tanto em relação ao exame medida basal quanto em comparação com o grupo controle (p <0,001), no exame de desempenho pós intervenção e no terceiro exame, após o crossover. Esse resultado permitiu constatar que o debriefing foi eficaz para melhorar a atuação dos alunos nos exames de desempenho clínico na assistência de enfermagem em sala de vacina. Quanto a opinião dos alunos sobre o debriefing, observou-se que a grande maioria (97,1%) considerou essa estratégia importante para o aprendizado, pois oferece a oportunidade de mais esclarecimentos e de reflexão sobre a prática para o aperfeiçoamento da assistência. Diante dos resultados, conclui-se que o uso de cenários com debriefing efetivamente se constitui estratégia facilitadora do processo ensino e aprendizagem na graduação em enfermagem. / The conception of using realistic simulation, which brings a difference to the education process of nurses, has fostered higher education institutions to learn this teaching strategy. As part of simulation, debriefing has been pointed out as one of the most promising learning resources. Based on the assumption that undergraduate nursing students present better clinical performance in nursing care at the vaccination room using debriefing after realistic role playing as a teaching method, this study aimed to compare clinical performance of students who were submitted to learning role playing with and without debriefing and to verify their opinions regarding the use of roles with debriefing. It´s an interventional, prospective longitudinal study, randomized in crossover, of quantitative approach, and before and after type. It sought the occurrence of differences in performance exam results made with students with went through role playing with and without debriefing at a Simulation Center. The population of the study was made of 120 students in the fourth semester of nursing graduation at a private university. Randomization was made with statistical support into two groups, experimental and control, considering as intervenient variable to teaching and learning process one-third of students´ grades from the first clinical performance exam. The phases of research included theoretical and practical classes on childhood immunization and vaccination administration procedures by the subject teacher to all students. After this step, it was made the first clinical performance exam that served as a baseline measure and it subsidized the randomization process. After randomization, the experimental group had role playing with debriefing and the control group had role playing without debriefing, and both groups were submitted to intervention, that is, a second clinical performance exam. At last, to ensure equity of opportunity in learning, the groups took turns (crossover): The control group started role playing with debriefing and the experimental group had role playing without debriefing, having at the end, the third clinical performance exam. Research outcomes pointed out that there was an improvement in performance by the experimental group as much in exam baseline measures as in comparison to the control group (p <0.001) in the performance exam after intervention and in the third exam, after crossover. This result made it possible to verify that debriefing was efficient to improve students´ practice in the clinical performance exams in nursing care at the vaccination room. Regarding the students´ opinion on debriefing, it was observed that most of them (97.1%) considered this strategy important for learning, as it provides an opportunity for further clarifications and for reflections on practice for care improvement. According to these results, it can be concluded that the use of role playing with debriefing proves effectively to be a facilitating strategy in teaching and learning process of nursing graduation.

ABSTRACT The aim of this thesis is to illustrate how surgical operation theatre nurses perceive debriefing within emergency health care. The study has a qualitative design with semi structured interviews that have been performed with seven operating room nurses working in emergency health care. The strategic selection consists of professional operation theatre nurses working in emergency care at Uppsala University Hospital. The main goal of this thesis is to increase the understanding of debriefing and to highlight the need of debriefing after difficult or unexpected events in the emergency health care profession. The interviewed nurses perceive debriefing as an important way to develop the day to day work, but also as a way to unburden the staff at the time of bigger traumas. Even though the effect of debriefing is not univocally positive in the literature, the staff perceives that it reduces different kinds of stress. According to the interviewees, routines need to be written down in order for debriefing to be used in their work. The department should create a smaller work group with knowledge of debriefing. The work group should include two qualified leaders that can act as group leaders as well as instructor. One or two external resources (e.g. priest, behavioral) with appropriate qualifications should also be linked to debrief activities. The expected result is an improved working environment for surgical nurses. This is done as the stress level is reduced. Keywords: debriefing, mental health, defusing, surgical nurses