Available online 9 May 2023

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The purpose of this study was to examine the effects of video prebriefing with expert modeling on prelicensure student nurses' clinical competency, self-confidence, and satisfaction with learning in simulation. Expert modeling videos were shown to intervention groups before simulation compared to groups receiving standard prebriefing. Students who received video prebriefing reported increased self-confidence compared to those who received standard prebriefing. No significant difference existed in clinical competency between groups.

Section snippetsBackground

According to the International Nursing Association for Clinical Simulation and Learning (INACSL), the purpose of prebriefing is to prepare learners for the simulation rules, agenda, expectations, and environment prior to the experience (INACSL Standards Committee et al., 2021). Prebrief and preparation materials are based on the objectives of the simulation and the knowledge and experience of the learners (INACSL Standards Committee et al., 2021).

Prebriefing is essential to ensure that students

Sample

A purposive sample consisted of 107 prelicensure nursing students enrolled in a junior-level women's health course. Institutional Review Board approval was obtained prior to beginning this study. Students were assigned to random groups (4-5 students per group) to participate in simulation on one of two scheduled days. Groups participating on day one were randomly assigned as the intervention cohort (n = 10) and on day two as the control cohort (n = 13).

Method

A mid-semester simulation was designed to follow a family through the labor and delivery process beginning with outpatient presentation and progressing through newborn care. Throughout the simulation, students were expected to assess the patient, identify problems, hypothesize and prioritize needs, and intervene in a timely manner to ensure safe patient care. Student application of patient safety standards and professionalism were also rated using a standardized evaluation tool, as described in

Results

The first question examined the difference in clinical competency between groups watching an expert modeling video and groups receiving standard prebriefing. Results showed no significant difference between video and nonvideo groups as outlined in Table 1. However, the effect size indicates the magnitude of the group difference was moderate. The sum scores of the subscales were computed using independent t-tests. The results showed that participants in the video-viewing group had significantly

Conclusions

The results of this study did not demonstrate a significant difference in clinical competence between the video and nonvideo groups, but the nonsignificant results may be due to the small sample size. However, the moderate effect size indicates that the impact of the intervention is meaningful. Future studies will aim to increase the sample size to improve the power of the results.

Students who viewed the modeling prebrief video reported higher self-confidence than students who received standard

Declaration of Competing Interest

The authors have no known conflicts of interest to disclose.

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