{"title":"前期简报对模拟学习成果的影响--系统性回顾规程","authors":"Lori Persico PhD, RN, CHSE , Sudha Ramakrishnan MSIS , Robert Catena MN, RN, CHSE, CCSNE , Matt Charnetski PhD, MN, BA , Niki Fogg PhD RN, CPN, CHSE, CNE , Meghan Jones MSN, RN, CHSE-A , Jocelyn Ludlow PhD, RN, CNE, CHSE, CMSRN , Heather MacLean MN, RN, CHSE, CCNE, CCSNE , Virginia C. Simmons DNP, CRNA, CHSE-A, FAANA, FAAN , Samantha Smeltzer DNP, RN CHSE , Adrienne Wilk PhD, RN, CNE, CHSE, CHSOS-A , Barbara Wilson-Keates PhD, RN, CCSNE","doi":"10.1016/j.ecns.2023.101507","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Factors outside of formal didactic sessions during healthcare education can influence students’ learning and achievement of desired learning outcomes. The Healthcare Simulation Standards of Best Practice<sup>TM</sup> emphasize the importance of prebriefing in the implementation of simulation-based experiences to create a safe learning environment. 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Abstracts deemed relevant in meeting the inclusion criteria will undergo full-text review.</p></div><div><h3>Expected Results</h3><p>The systematic review will inform evidence-based practices related to prebriefing criteria to support the delivery of high-quality simulations that promote a culture of inclusion, trust, and safety.</p></div>","PeriodicalId":48753,"journal":{"name":"Clinical Simulation in Nursing","volume":null,"pages":null},"PeriodicalIF":3.4000,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Impact of Prebriefing on Simulation Learning Outcomes – A Systematic Review Protocol\",\"authors\":\"Lori Persico PhD, RN, CHSE , Sudha Ramakrishnan MSIS , Robert Catena MN, RN, CHSE, CCSNE , Matt Charnetski PhD, MN, BA , Niki Fogg PhD RN, CPN, CHSE, CNE , Meghan Jones MSN, RN, CHSE-A , Jocelyn Ludlow PhD, RN, CNE, CHSE, CMSRN , Heather MacLean MN, RN, CHSE, CCNE, CCSNE , Virginia C. 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引用次数: 0
摘要
背景在医疗保健教育过程中，正式授课之外的因素会影响学生的学习和预期学习成果的实现。医疗保健模拟最佳实践标准》（Healthcare Simulation Standards of Best PracticeTM）强调，在实施基于模拟的体验以创造安全的学习环境时，预先通报十分重要。本系统综述协议概述了对现有最佳证据的识别、批判性评估和综合，以描述模拟环境中的预汇报及其对医疗保健学习者的知识、技能、态度和行为的影响。方法模拟教育工作者组成的跨专业委员会将在健康科学图书馆员的指导下，采用乔安娜-布里格斯研究所的方法进行系统综述。将在十个数据库中搜索同行评议文献。预期结果该系统综述将为与简报前标准相关的循证实践提供信息，以支持提供促进包容、信任和安全文化的高质量模拟。
The Impact of Prebriefing on Simulation Learning Outcomes – A Systematic Review Protocol
Background
Factors outside of formal didactic sessions during healthcare education can influence students’ learning and achievement of desired learning outcomes. The Healthcare Simulation Standards of Best PracticeTM emphasize the importance of prebriefing in the implementation of simulation-based experiences to create a safe learning environment. However, a current literature gap exists regarding the impact of prebriefing on learning outcomes in the simulation environment.
Aim
This systematic review protocol outlines the identification, critical appraisal, and synthesis of the best available evidence to describe prebriefing in the simulation environment and its impact on healthcare learners’ knowledge, skills, attitudes, and behaviors.
Methods
An interprofessional committee of simulation educators will perform a systematic review under the guidance of a health science librarian using the Joanna Briggs Institute methodology. Peer-reviewed literature will be searched across ten databases. Abstracts deemed relevant in meeting the inclusion criteria will undergo full-text review.
Expected Results
The systematic review will inform evidence-based practices related to prebriefing criteria to support the delivery of high-quality simulations that promote a culture of inclusion, trust, and safety.
期刊介绍：
Clinical Simulation in Nursing is an international, peer reviewed journal published online monthly. Clinical Simulation in Nursing is the official journal of the International Nursing Association for Clinical Simulation & Learning (INACSL) and reflects its mission to advance the science of healthcare simulation.
We will review and accept articles from other health provider disciplines, if they are determined to be of interest to our readership. The journal accepts manuscripts meeting one or more of the following criteria:
Research articles and literature reviews (e.g. systematic, scoping, umbrella, integrative, etc.) about simulation
Innovative teaching/learning strategies using simulation
Articles updating guidelines, regulations, and legislative policies that impact simulation
Leadership for simulation
Simulation operations
Clinical and academic uses of simulation.
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