Implications of Subject Matter Expertise as a Requirement for Debriefing: A Randomized Control Trial
Desiree A. Díaz, Laura González, Mindi Anderson, Valorie MacKenna, Erica Hoyt, Peggy P. Hill
Abstract
Introduction. Healthcare certification standards do not mention subject matter expertise. This research answers the question: Is there a difference in participant perception of simulation effectiveness between simulation facilitators and SME simulation facilitators during the debrief? Methods. Senior-level nursing students (N=120) were randomized into groups to complete one pediatric critical care simulation. Simulation-based education (SBE) was delivered across five weeks. Two experienced facilitators, one with pediatric expertise and one without, used the PEARLS method to debrief each simulation. Following each debrief, participants completed a demographic survey and a SET-M. Results were analyzed using SPSS Version 24. Results. Eighty-four students completed the survey and SET-M instrument. Independent samples t-tests showed no significant difference between facilitators based on the SET-M total scores (p=.516), or mean scores (p=.492). Debriefing-specific items also showed no difference (p=.983). Conclusion. Subject matter expertise did not change the perception of simulation effectiveness for undergraduate nursing students during a critical care scenario. While SMEs are valuable for scenario creation and coaching non-SME facilitators on key elements for guided reflection, they may not be required to facilitate the debrief. Further research in this area is needed.