Browsing by Subject "Debriefing"

Now showing 1 - 7 of 7
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    Aprendiendo ética con simulación. Perspectiva de los alumnos sobre el aprendizaje experiencial y reflexivo de la bioética
    (Fundación Index, 2018) Martín Robles, María Rosario; Leal Costa, César; Muñoz Devesa, Aarón; Jiménez Rodríguez, Diana; Rojo Rojo, Andrés; Díaz Agea, José Luis; Atención Sociosanitaria
    El modo en que se adquiere la competencia ética en ciencias de la salud es motivo de debate. La simulación clínica podría ser la respuesta a dicha necesidad de formación. El objetivo del estudio fue valorar las opiniones de los alumnos sobre la Simulación clínica como metodología de aprendizaje de bioética en enfermería. Se realizó un estudio cuantitativo después de experimentar 6 escenarios simulados con contenidos éticos en alumnos de 4º de enfermería (n=30). Las variables del estudio fueron: valoración previa del conocimiento ético, aprendizaje, percepción y emociones, satisfacción y preferencia de contenidos. Las situaciones simuladas fueron diseñadas para contener cuestiones éticas. Las encuestas se analizaron con estadísticos descriptivos. Resultados. La perspectiva de los estudiantes acerca de su aprendizaje con simulación fue positiva (puntuaciones altas/muy altas en las diferentes dimensiones medidas en la encuesta). El contenido mejor valorado fue la “actuación ante sospecha de maltrato” y el menos valorado fue “aspectos sobre la cooperación al mal”. Discusión. Las competencias exploradas en este trabajo pueden ser ampliadas para lograr articular un plan de estudios con la simulación clínica como modelo para trabajar aspectos éticos. Las opiniones de los alumnos refuerzan el uso de la simulación para el aprendizaje de la ética.
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    Debriefing and learning strategies: a comparison between two reflective analysis styles with/without a graphical record of strengths/weaknesses.
    (MDPI, 2021-01-28) Escribano Sánchez, Guillermo; Ruzafa Martínez, María; Ramos Morcillo, Antonio Jesús; Leal Costa, César; García Sánchez, Alfonso; Díaz Agea, José Luis; Enfermería
    Background: Clinical simulation efficiently complements the training of Nursing Degree students. The debriefing phase is the most important feature of simulation-based learning, where the students are able to acquire the necessary competences. It is at this stage where learning strategies and motivation play a crucial role. The objective of the study was to analyze the relationship between the style of debriefing utilized in the simulation sessions, and the learning strategies of Nursing Degree students who participated in a high-fidelity clinical simulation. Method: This was a quasiexperimental study conducted with a sample of 200 students in their third and fourth years at university. To obtain the data, an evaluation Questionnaire for the Evaluation of Learning Strategies of University Students (CEVEAPEU) was utilized, as well as two different types of structured debriefing styles, namely, with or without a graphical representation of the strengths/weaknesses during the analytical phase. The data analysis was performed with the SPSS® v25 program. Results: Statistically significant differences were found, with higher scores obtained when utilizing debriefing with a graphical representation, on both scales of the questionnaire (affective and cognitive), on the motivational, metacognitive and processing, and use of information subscales, and twelve learning strategies mostly belonging to the subscales of motivation; searching, collecting, and selecting information; and processing and using information. Conclusion: Debriefing with a graphical representation is deemed, a priori, as the most adequate approach for our context, based on the greater number of learning strategies utilized by our students. The use of a written graphical record of the strengths and weaknesses in the analytical phase is recommended.
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    Discovering mental models and frames in learning of nursing ethics through simulations
    (Elsevier, 2018-05-07) Díaz Agea, José Luis; Martín Robles, María R.; Jiménez Rodríguez, Diana; Morales Moreno, Isabel; Viedma Viedma, Inmaculada; Leal Costa, César; Enfermería
    La adquisición de competencias éticas es necesaria en enfermería. Los objetivos del estudio fueron analizar las percepciones de los alumnos en el proceso de aprendizaje de la ética a través de simulaciones y describir los marcos mentales subyacentes que determinan el proceso de toma de decisiones de los estudiantes de enfermería. Se realizó un estudio cualitativo basado en el análisis de seis escenarios simulados con contenido ético en tres grupos diferentes de cuarto de grado en enfermería (n = 30). Las situaciones simuladas fueron diseñadas para contener dilemas éticos y obtener. La perspectiva de los estudiantes sobre su aprendizaje y adquisición de competencias éticas a través de simulaciones fue positiva. Se identificaron un total de 15 modelos mentales que subyacen a la toma de decisiones éticas de los estudiantes. Las opiniones de los estudiantes refuerzan el uso de las simulaciones como una herramienta para el aprendizaje de la ética.
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    Effectiveness of debriefing after a short training on brief tobacco intervention for nursing students: a randomized clinical trial
    (Elsevier , 2025-05-13) Ramos Morcillo, Antonio Jesús; Leal Costa, César; Suárez Cortés, María; Molina Rodríguez, Alonso; Ruzafa Martínez, María; Enfermería; Facultad de Enfermería
    Aim: To determine the effectiveness of debriefing after the objective assessment of brief tobacco interventions (BTI) training and its changes after 3 and 9 months. Design: Controlled clinical trial with random assignment by blocks. Methods: 145 sec-year students enrolled in a 4-year nursing degree program participated in the study, with 80 in the intervention group and 65 in the control group. Training according to the 5As (Ask, Advise, Assess, Assist and Arrange) and 5Rs (Relevance, Risks, Rewards, Roadblocks and Repetition) model was provided to both the control and experimental groups as a brief tobacco intervention strategy in primary care. Presentation of three clinical scenarios through videotaped objective structured clinical examination (VOSCE) and assessment with the BTI-St© tool. Posterior debriefing with the experimental group. Descriptive statistical analyses, 2-factor repeated measures ANOVA. Each subject was measured 5 times. (ID protocol: NCT06564766). Results: The time*group interaction results demonstrated significant differences with large effect sizes across all three scenarios. In the experimental groups, the most notable differences were observed immediately after the debriefing compared with baseline. Although these differences decreased over time, they remained present at 3 and 9 months in all scenarios relative to the baseline. Conclusions: The inclusion of debriefing in a brief intervention for learning about BTI within the context of primary care of nursing students resulted in a significant increase in their learning and greater durability, at least after nine months.
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    Modelo ERASE. Modelo de debriefing estructurado
    (Universidad de Murcia: servicio de publicaciones, 2025) Cuerva, Marcos Javier; Cortés, Marta; Sin departamento asociado
    The ERASE model is a structured debriefing model developed in Spanish to support itsimplementation by Spanish-speaking instructors. It integrates essential elements from establishedmodels such as PEARLS, 3D, iTRUST, and GAS, organizing post-simulation reflection into fivesequential phases: Emotions, Recap, Actions, Suggestions, and Endpoints. Each phase alignsfunctionally with corresponding components from these prior models, promoting emotionalprocessing, critical analysis, and the synthesis of key lessons. Its clear, stepwise structure facilitatesthe consolidation of learning and encourages practical improvements in clinical performance
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    Patient-oriented debriefing: Impact of real patients participation during debriefing
    (Elsevier, 2017-01-21) Díaz Agea, José Luis; Jiménez Rodríguez, Diana; García Méndez, Juan Antonio; Hernández Sánchez, Encarna; Sáez Jiménez, Antonia; Leal Costa, César; Enfermería
    Background: This study aims to assess the impact of the participation of real patients during debriefing (using patient as co-debriefer). Method: A mixed study on the perceptions of students (n¼81) and patients as co-debriefers (n¼6) was conducted after performing simulated experiences that were directly related to the health problem. Results: Qualitative results: valuable and enriching learning experience, harmonious and integrated codebriefing, no preference for clinical aspects, compassion and empathy were generated, and the perception of being a therapeutic experience for patients was evident. Questionnaire results: students scored high in learning dimensions M¼14.81 (SD¼0.701), empathy M¼4.57 (SD¼0.96), positive perceptions regarding the debriefing M ¼ 14.56 (SD ¼ 1.09), and satisfaction M ¼ 14.69 (SD ¼ 0.78). Conclusion: This study underlines the benefits and the characteristics perceived by using real patients as co-debriefers.
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    The expository phase of debriefing in clinical simulation: a qualitative study
    (BioMed Central, 2025-04-30) Fenzi, Giulio; Alemán Jiménez, Carolina; Leal Costa, Cesar; Díaz Agea, José Luis; Cayuela Fuentes, Pedro Simón; Segura López, Gabriel; Enfermería
    Background Clinical simulation fosters reflective, experiential learning in a safe environment, allowing participants to learn from mistakes without patient risk. Debriefing, essential for reflection, is typically facilitator driven. The MAES© methodology (Self-Learning Methodology in Simulated Environments) shifts the focus to students, guiding them through six sequential phases: group identity creation, topic selection, objective setting, competency establishment, scenario design, simulation, and debriefing. MAES© introduces an expository phase in debriefing, where students present theoretical and practical content. The facilitator assumes a significant, yet secondary role, fostering increased student-led learning opportunities and, at times, enabling even trained real patients to co-facilitate the debriefing. Objective To explore participants’ experiences and perceptions regarding the expository phase of debriefing within the MAES© methodology framework, with specific focus on the student-led debriefing component. Method A descriptive qualitative inductive approach with thematic content analysis was used. Open-ended questionnaires from 151 undergraduate final year and post-graduate nursing students, captured their experiences with the MAES© expository phase. Open-ended questionnaires allow participants to freely and anonymously express their perspectives and experiences. Responses were transcribed, independently coded, and analyzed using MaxQDA® v18. Data were coded and analyzed based on absolute and relative frequencies of emerging categories. The study adhered to the SRQR (Standards for Reporting Qualitative Research) guidelines. Results The analysis revealed several key themes in student evaluations. Satisfaction with the methodology emerged strongly, with over one-third of participants expressing no desired changes. The reflective nature of the approach was prominently valued, along with its effectiveness for concept clarification and fostering collaborative learning. Participants particularly noted developmental outcomes in communication competencies and technical skills, while appreciating the motivational learning environment and evidence-based focus. The suggested improvements focused on three main aspects: increased session dynamism, a greater use of visual and interactive elements, and reduced dependence on slide-based presentations. Conclusion The study highlights the value of the expository phase in the MAES© methodology, emphasizing its effectiveness in clarifying concepts, fostering collaboration, and developing technical and communication skills. It also promotes student autonomy through active engagement. However, participants suggested improvements,