Claudia Mariela Nievas, Bernardo J Gandini, Eugenia Toledo, Johanna Albornoz
[Not Available]
Revista de la Facultad de Ciencias Medicas (Cordoba, Argentina)
geriatric disaster nursing simulation curriculum use scenarios traumabased topics may contribute lack psychological safety learners learning condition lowers students selfefficacy supportive debriefing needed provide psychological safety learners aims study develop apply geriatric disaster nursing simulation evaluate effectiveness supportive debriefing model psychological safety learning selfefficacy counseling selfefficacy geriatric nursing simulation scenario checklists standardized patient developed based analysisdesigndevelopmentimplementationevaluation model nursing students recruited participants randomly assigned either experimental group conventional group control group 3 groups participated geriatric disaster nursing simulation scenario experimental group used supportive debriefing modelthe sense shareexplorenoticesupportextend model conventional group used common debriefing model gas gatheringanalyzingsummarizing model control group received simple comments debriefing model effects debriefing models psychological safety learning selfefficacy counseling selfefficacy measured selfreport questionnaires aggregate scores measures 222 counseling selfefficacy 70 learning selfefficacy 50 psychological safety higher scores within measures corresponded heightened capabilities mean score counseling selfefficacy sense model group significantly increased simulation supportive debriefing 14280 1143 16453 1548 z 3411 p 0001 addition sense model group gas model group significantly higher scores counseling selfefficacy learning selfefficacy psychological safety control group however sense model group significantly higher score psychological safety gas model group sense debriefing model recommended supportive debriefing model foster students psychological safety disaster nursing simulations