Literature Evaluation Table
Student Name:
Change Topic (2-3 sentences):
| Criteria | Article 1 | Article 2 | Article 3 | Article 4 |
| Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
|
Bastos et al. http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD007194/full |
Alyssa Johnson | Madeline Schmidt | Lee Punch
https://research.wsulibs.wsu.edu:8443/xmlui/handle/2376/4252 |
| Article Title and Year Published
|
Debriefing for the prevention of psychological trauma in women following childbirth
(2015) |
Debriefing in the emergency department
(2016) |
Debrief in Emergency Departments to Improve Compassion Fatigue and Promote Resiliency | Nursing Simulation: The art and science of debriefing with a demonstration for advanced education
(2013). |
| Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
|
Is debriefing more or less effective than standard postnatal care in preventing psychological trauma?
Aim: To assess the effects of debriefing interventions compared with standard post natal care for prevention of psychological trauma in women following child birth. |
Debriefing can be a good method of minimizing the negative effects of stress in the
emergency department and increase staff retention Aim: To debrief 75% of defined critical incidents in the Ed and improve the staff’s feeling of a supportive work environment by at least 50%. |
Personal debrief is an intervention to prevent compassion fatigue in emergency department.
Aim: To describe compassion fatigue using one nurse’s experience as an example and to present the process of personal debrief. |
Debriefing in high fidelity simulation has high specificity and there is need for distinctive training for current and future nurse educators.
Aim: To describe the importance of debriefing sessions after simulation and its relevance in nursing education. |
| Design (Type of Quantitative, or Type of Qualitative)
|
Randomized controlled trials (Quantitative study) | Quantitative study | Qualitative study | Qualitative study |
| Setting/Sample
|
Seven trials included from UK, Australia and Sweden | Critical incident stress debriefing (CISD) tool was provided | One nurse’s experience used. | Literature review from several articles. |
| Methods: Intervention/Instruments
|
One intervention debriefing session was conducted | A CSID tool was used for the research | Literature review from different articles was used to describe importance of personal debrief. | Literature review from different articles was used. A total of 1500 database searches were used. |
| Analysis
|
Meta- analysis was done where more than two trials examining the same outcomes were analyzed. | The tools were analyzed for any improvement of results | No analysis was done | The articles that only contained relevant information on simulation, debriefing and nursing education. |
| Key Findings
|
The two trials analyzed indicate that there are no significant impacts in debriefing sessions for prevention of post traumatic stress disorder among post natal women. | The analysis showed that clinical debriefing reduces stress in emergency department staffs. | The example used demonstrates the need for an established, proactive personal reflective debrief. | Several articles recognize the importance of debriefing.
In nursing education, many people have little knowledge on debriefing and simulation. |
| Recommendations
|
Routine psychological debriefing for women after child birth should not be supported. | Personal reflective debrief should be incorporated into the nursing system. | Debriefing and simulation should be incorporated into the nursing education system. | |
| Explanation of How the Article Supports EBP/Capstone Project
|
This research outlines that sometimes debriefing sessions are not helpful in management of traumatic events. It also acknowledges that further research is needed on the effectiveness of debriefing sessions. | The article provides evidence that critical incident stress can be reduced by debriefing. Using the same knowledge, debriefing sessions can help improve results of patient satisfaction. | The nursing example used demonstrates that personal debrief sessions are helpful in reducing compassion fatigue. It shows that better results are achieved though debriefing thus giving a go ahead for the capstone project. | The article supports debriefing as an important topic in nursing education. Simulation is recommended in place of some patient care settings so as to find relevant information on the importance of debriefing. |
| Criteria | Article 5 | Article 6 | Article 7 | Article 8 |
| Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
|
Debra Hanna and Maria Romana https://journals.lww.com/nursingmanagement/Citation/2007/08000/Debriefing_after_a_crisis.11.aspx |
Coutinho, Martins and Pereira
http://www.sciedu.ca/journal/index.php/jnep/article/view/8878 |
Christiana Talbot | Johnson Pivec |
| Article Title and Year Published
|
Debriefing after a crisis
(2014)
|
Structured debriefing in nursing simulation: student’s perceptions
(2016) |
Debriefing critical incidents in the emergency department | Debriefing after simulation: Guidelines for faculty and students |
| Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
|
Debriefing sessions should follow in the hospital after a critical incident has occurred. | Debriefing allows participants to explore, analyze and synthesize their thinking process. | Debriefing in the emergency department is one of the ways of reducing stress and burnout in staff. | Significant learning occurs through discussion and reflection during debriefing
Aim: To design a debriefing tool and process to be used following simulation activities. |
| Design (Type of Quantitative, or Type of Qualitative)
|
Qualitative study | Qualitative study | Qualitative study | Qualitative study |
| Setting/Sample
|
Literature review on articles discussing critical incidences was done. | A sample of 22 final year students of an undergraduate nursing degree. | Literature review from articles. | Literature research set on a nursing or medical realm was done. |
| Methods: Intervention/Instruments
|
Literature review and analysis | Questionnaire used to collect data | Literature review and analysis of results. | Five literature researches had relevant information on debriefing. |
| Analysis
|
The authors analyzed information from various articles on debriefing and critical incidences. | Results from the questionnaires were combined and analyzed | The author analyzed the literature and provided results relevant to the nursing practice. | Analysis on nursing education and clinical relevance of debriefing was conducted. |
| Key Findings
|
Debriefing in nursing has helped many units function more therapeutically.
Absence of debriefing leads to staff burnout and increased turnover. |
Students perceived structured debriefing as an interactive method | Report from literature reviews suggest that debriefing is effective in reducing incident related stress in the emergency department. | Significant learning occurs through discussion and reflection through debriefing.
Literature has little information on relevance of debriefing in clinical practice. |
| Recommendations
|
Brief debriefing interventions should be recommended in healthcare facilities after critical incidences. | Debriefing method should be incorporated into the nursing education system | Further research that specifically considers the emergency department staff should be done. | Debriefing is an essential component of simulation and it should be incorporated into clinical practice. |
| Explanation of How the Article Supports EBP/Capstone
|
Debriefing sessions being of relevance in critical incidences shows that it can help improve the patient satisfaction score in the emergency departments. | Debriefing in nursing education provides prior knowledge on the importance of debriefing in the workplace. Positive results from the study suggest that the emergency department can benefit from debriefing sessions. | The research indicates that debriefing sessions after critical incidences have happened reduces stress. It gives a go ahead for our research so as to determine the same effect on patient satisfaction scores. | The research outlines the importance of debriefing and how it helps to improve the learning of students. The same method should be used to improve performance of healthcare workers in the emergency departments. |
References
Bastos, M. H., Bick, D., Rowan, C. J., Small, R., & McKenzie-McHarg, K. (2015). Debriefing for the prevention of psychological trauma in women following childbirth. Cochrane Database Syst Rev, 2. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/14651858.CD007194/full
Centers for Medicare & Medicaid Services. (2013). HCAHPS: Patients’ perspectives of care survey. Retrieved November, 3. Retrieved from https://www.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/HospitalQualityInits/HospitalHCAHPS.html
Hanna, D. R., & Romana, M. (2014). Debriefing after a crisis. Nursing management, 38(8), 38-42 Retrieved from https://journals.lww.com/nursingmanagement/Citation/2007/08000/Debriefing_after_a_crisis.11.aspx
Johnson Pivec, C. R. (2015). Debriefing after simulation: Guidelines for faculty and students. Retrieved from http://sophia.stkate.edu/ma_nursing/14/
Johnson, A. (2016). Debriefing in the Emergency Department. Retrieved from https ://repository.usfca.edu/capstone/424/
Punch, L. (2013). Nursing simulation: The art and science of debriefing with a demonstration for advanced education. Retrieved from https://research.wsulibs.wsu.edu:8443/xmlui/handle/2376/4252
Schmidt, M., & Haglund, K. (2017). Debrief in Emergency Departments to Improve Compassion Fatigue and Promote Resiliency. Journal of Trauma Nursing, 24(5), 317-322. Retrieved from https://journals.lww.com/journaloftraumanursing/Abstract/2017/09000/Debrief_in_Emergency_Departments_to_Improve.9.aspx
Talbot, C. (2016). Debriefing critical incidents in the Emergency Department. Retrieved from http://www.nursingjournal.co.nz/volume-two-1-2016/debriefing-critical-incidents-in-the-emergency-department/
