TY - JOUR
T1 - Effectiveness of Debriefing in Simulation-Based Education for Nursing Students
T2 - A Systematic Review and Meta-analysis
AU - Yeoungsuk, Song
AU - Seurk, Park
N1 - Publisher Copyright:
© 2022 Korean Academy of Fundamentals of Nursing.
PY - 2022/11
Y1 - 2022/11
N2 - Purpose: This study aimed to determine the effect of debriefing interventions on clinical competence in nursing students. Methods: A systematic review with a meta-analysis was conducted. Korean and English studies were retrieved from eight databases: KERIS, KISS, KoreaMed, NDSL, CINAHL, Cochrane Library, EMbase, and PubMed through January 2022. Fifteen studies were selected for the meta-analysis based on the inclusion criteria and low risk of bias. The data was analyzed using RevMan 5.3. and R software 3.6.2. Results: Most studies had a low risk of bias. Debriefing intervention in simulation-based education were found to be significantly effective compared to the control groups on clinical competence(Hedges’g=1.06, 95% CI=0.73~1.39, p<.001). In addition, the length of the debriefing intervention influenced the heterogeneity in the meta-ANOVA. Conclusion: Debriefing intervention in simulation-based education help improve nursing students’ clinical competence in nursing students. Futhermore, our findings suggest that nursing educators should consider the length of debriefing for nursing students to improve their clinical competence.
AB - Purpose: This study aimed to determine the effect of debriefing interventions on clinical competence in nursing students. Methods: A systematic review with a meta-analysis was conducted. Korean and English studies were retrieved from eight databases: KERIS, KISS, KoreaMed, NDSL, CINAHL, Cochrane Library, EMbase, and PubMed through January 2022. Fifteen studies were selected for the meta-analysis based on the inclusion criteria and low risk of bias. The data was analyzed using RevMan 5.3. and R software 3.6.2. Results: Most studies had a low risk of bias. Debriefing intervention in simulation-based education were found to be significantly effective compared to the control groups on clinical competence(Hedges’g=1.06, 95% CI=0.73~1.39, p<.001). In addition, the length of the debriefing intervention influenced the heterogeneity in the meta-ANOVA. Conclusion: Debriefing intervention in simulation-based education help improve nursing students’ clinical competence in nursing students. Futhermore, our findings suggest that nursing educators should consider the length of debriefing for nursing students to improve their clinical competence.
KW - Clinical competence
KW - COVID-19
KW - Education
KW - Nursing students
KW - Simulation training
UR - http://www.scopus.com/inward/record.url?scp=85144770874&partnerID=8YFLogxK
U2 - 10.7739/jkafn.2022.29.4.399
DO - 10.7739/jkafn.2022.29.4.399
M3 - Article
AN - SCOPUS:85144770874
SN - 1225-9012
VL - 29
SP - 399
EP - 415
JO - Journal of the Korean Academy of Fundamentals of Nursing
JF - Journal of the Korean Academy of Fundamentals of Nursing
IS - 4
ER -