@article{Ong_Sexton-Radek_2018, place={Houston, U.S.}, title={The Impact of Debriefing Following Nursing Assessments}, url={https://www.jsr.org/index.php/path/article/view/597}, DOI={10.47611/jsr.vi.597}, abstractNote={<p><strong><span style="text-decoration: underline;">Abstract </span></strong></p> <p>Nursing curriculums are demanding programs which may precipitate intense feelings of worry, tension, and stress in nursing students (Perpetua Moreire &amp; Ferreira Furegato, 2013).  The impact of these feelings can hinder their self- efficacy.  Furthermore, their well-being may have a long-term effect transferrable to patient car (Jun &amp; Lee, 2017).  It’s important to seek out ways to reduce these negative feelings and further support to mental health of nursing professionals.  Debriefing experiences are used as they provide emotional support.  Debriefing is a stress reduction technique that allows individuals to express and reflect upon their performance in a safe, non-judgmental space.</p> <p>The goal of this research is to develop a comprehensive study on the impact of debriefing after nursing assessments.</p> <p><strong><span style="text-decoration-line: underline;">Experimental Plan</span></strong></p> <p><strong><span style="text-decoration: underline;"> </span></strong></p> <ol><li> Class roster used to randomize an experimental group and a control group</li><li>Class has an exam </li><li>Group will take part in debriefing session (Independent Variable)</li><li>Post self-assessment (Dependent Variable)</li></ol> <p>Experimental Group (A)</p> <p>3D model of debriefing session</p> <p>Control Group (B)</p> <p>Unstructured debriefing session</p> <p><strong><span style="text-decoration-line: underline;">PICO Question</span></strong></p> <p><strong><span style="text-decoration: underline;"> </span></strong></p> <p>For nursing students, immediately after taking an exam (P), how does a 3D model of debriefing (I) compare with an unstructured debriefing method © reduce self-reported stress and instill self-reported confidence as measured by post debriefing survey.</p> <p><strong><span style="text-decoration-line: underline;">Participant Commentary</span></strong></p> <p><strong><span style="text-decoration: underline;"> </span></strong></p> <p>“This debriefing after the exam <strong>helped alleviate</strong> <strong>stress</strong> prior to taking the OSCE next.”</p> <p>“I am <strong>thankful</strong> for this time to discuss. I was <strong>helpful</strong> for me to talk with others and discuss the study techniques.  Thanks for putting this together! I am interested to read up on the results to better prepare for the exams and distress before exams”</p> <p>“It felt like a <strong>needed therapy session</strong>, I’m not the only one”</p> <p><strong>Moving Forward </strong></p> <p>Continue research in peer-led debriefing</p> <p>Clinical debriefing experience</p> <p>Research class</p> <p>Obtain large class size</p> <p>Conduct during in school session</p> <p>Look into evidence-base practice of academic stress relief</p> <p>CASE program 2019</p>}, journal={Journal of Student Research}, author={Ong, Amber and Sexton-Radek, Kathy}, year={2018}, month={Nov.} }