Instructor-led oral debriefing technique in clinical nursing simulation: integrative review

ABSTRACT Objective: To analyze available scientific evidence in literature pertaining to the elements that make the instructor-led oral debriefing technique in clinical nursing simulation feasible. Methods: An Integrative literature review along the following information sources: PubMed®, Scopus, Web of Science, Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS) [Latin American and Caribbean Health Sciences Literature], Cumulative Index to Nursing and Allied Health Literature (CINAHL), and Educational Resources Information Centre (ERIC). Results: 284 studies were identified, and 5 composed the sample. Four elements constitute oral debriefing: characteristics of the instructor; discussion format, debriefing structure; and time frame. The main benefit was to develop cognitive and psychomotor skills; and the challenge was to establish training for instructors. The studies showed high methodological quality. Final Considerations: The scientific deepening as to the elements, benefits, and challenges of oral debriefing enables its execution and offers quality to the nursing process.

摘要 研究目的：分析现有文献中与临床护理模拟场景下讲师主导式口头复盘（instructor-led oral debriefing）可行性相关要素的科学证据。研究方法：本研究采用整合性文献回顾法，检索数据源包括PubMed®、Scopus、Web of Science、拉丁美洲与加勒比卫生科学文献数据库（Literatura Latino-Americana e do Caribe em Ciências da Saúde，简称LILACS）、护理及相关健康文献累积索引（Cumulative Index to Nursing and Allied Health Literature，简称CINAHL）以及教育资源信息中心（Educational Resources Information Centre，简称ERIC）。研究结果：共检索到284项相关研究，最终纳入5项作为研究样本。口头复盘由四项核心要素构成：讲师特质、讨论形式、复盘结构与时间框架。该方法的核心益处为培养认知技能与心理运动技能（psychomotor skills），主要实施挑战则为需为讲师构建专项培训体系。纳入研究的方法学质量均较高。最终结论：针对口头复盘的构成要素、应用益处与实施挑战开展科学深化研究，可保障该技术的顺利实施，并提升护理流程的服务质量。