The effect of hot and cold debriefing on basic life support competence and reflection in undergraduate nursing students: A qualitative study

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice Pub Date : 2025-02-01 DOI:10.1016/j.nepr.2025.104292

Fahad Zeed Alanezi , Caroline F. Morrison , Robin Wagner , Benjamin Kelcey , Elaine Miller

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引用次数: 0

Abstract

Aim

To explore the experiences of undergraduate nursing students regarding hot and cold debriefing styles following Basic Life Support (BLS) training.

Background

Debriefing plays a vital role in nursing education, especially in simulation-based experiences. Debriefing is defined as a two-directional, “formal, collaborative, reflective process within the simulation learning activity”. According to the literature, "hot" debriefings take place within minutes to hours after the simulation, while "cold" debriefings can happen within days to weeks. There is insufficient evidence to determine the most effective debriefing methods for undergraduate nursing students.

Design

A qualitative descriptive study was conducted to understand students' perceptions of hot and cold debriefing styles.

Methods

Data were collected through two focus group interviews with 12 undergraduate nursing students. Participants were randomly assigned to hot debriefing (n = 22) or cold debriefing (n = 22), with six students from each group participating in the focus groups.

Results

Five main categories emerged from students' perceptions related to simulation and debriefing experiences: Simulation Experience, Debriefing Experience, Reflection, Debriefing Impact on Learning and Feedback for Educators.

Conclusions

It is suggested that incorporating simulation followed by debriefing into the nursing curriculum, particularly for teaching BLS, can be highly beneficial. The study highlights the importance of debriefing in simulation-based education and provides recommendations for enhancing debriefing strategies to enhance nursing skills and knowledge.

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冷热述职对本科护生基本生命支持能力及反思的影响：一项质性研究

目的探讨本科护生在基本生命支持（BLS）培训后的冷热汇报方式的体会。汇报在护理教育中起着至关重要的作用，特别是在基于模拟的经验中。汇报被定义为一个双向的、“在模拟学习活动中正式的、协作的、反思的过程”。根据文献，“热”汇报在模拟后的几分钟到几小时内进行，而“冷”汇报可能在几天到几周内进行。目前尚无足够的证据来确定本科护理学生最有效的述职方法。设计采用定性描述性研究来了解学生对冷热汇报风格的看法。方法对12名护理本科学生进行两次焦点小组访谈。参与者被随机分配到热汇报组（n = 22）或冷汇报组（n = 22），每组有6名学生参加焦点小组。结果学生对模拟和述职经历的看法主要分为五个类别：模拟经历、述职经历、反思、述职对学习的影响和对教育者的反馈。结论在护理课程中，特别是在BLS教学中，采用模拟后述职的教学方法是非常有益的。该研究强调了汇报在模拟教育中的重要性，并提出了加强汇报策略以提高护理技能和知识的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Nurse Education in Practice NURSING-

CiteScore

5.40

自引率

9.40%

发文量

180

审稿时长

51 days

期刊介绍： Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.