• Peter O'Meara, Graham Munro, Brett Williams, Simon Cooper, Fiona Bogossian, Linda Ross, Louise Sparkes, Mark Browning, and Mariah McClounan.
• La Trobe Rural Health School, La Trobe University, Bendigo, Victoria, Australia. Electronic address: p.omeara@latrobe.edu.au.
• Int Emerg Nurs. 2015 Apr 1; 23 (2): 94-9.

ObjectiveThe aims of this quasi-experimental before-and-after study were to first determine whether the use of eye tracking technology combined with video debriefing techniques has the potential to improve the quality of feedback and enhance situation awareness (SA) in simulated settings and second to determine students' satisfaction towards simulated learning.MethodsNursing and paramedicine students from three universities participated in three 8-minute simulation scenarios of acutely deteriorating patients. Eye tracking glasses video recorded the scenarios and tracked right eye movement. On completion, participants were questioned using the Situation Awareness Global Assessment Technique, completed the Satisfaction with Simulation Experience Scale (SSES), and provided textual feedback and received video-based verbal feedback.ResultsParticipants lacked awareness of presenting medical conditions and patient environments and had poor recall of patient vital signs. Significant improvements in SA scores were demonstrated between the first and third scenarios (P = 0.04). Participants reported greater insight into their performance and were satisfied with simulated learning.ConclusionsUse of visual field review techniques appears to enhance the use of realistic simulated practice as a means of addressing significant performance deficits. Eye tracking and point of view recording techniques are feasible and with applicable debriefing techniques could enhance clinical and situated performance.Copyright © 2014 Elsevier Ltd. All rights reserved.

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