Theory Of Debriefing Simulation

Over the last several decades, the use of simulation in the clinical arena has been well accepted as an educational modality. Simulated clinical are in-line with experiential learning theories, and provide an efficient acquisition to skills, teamwork, and communication. While it is abundantly clear that simulation and debriefing enhances learning through practice and feedback, it is unclear what type of debriefing allows for long term retention.

There are no clear cut principles on debriefing modalities. Debriefing is conducted after the simulation lab and are generally led by a facilitator. These guided discussions allow for reflection and feedback to identify strengths and/or gaps in clinical practice. To establish best practice for debriefing,

Larger nurse competency than first study should be done Brydges, 2012 Evaluate self-directed- postgraduate Dr. Pre-Post II Self-regulated residents Limitations because of instructor regulated learning test N=45 achieved long term time for each control Sims learning were compared learning than led by group different instructor Levett-Jones, 2014 review to identify best Ten randomized controls N=10 I Debunks the theory of Debriefing to remain practice of debriefing after of various debriefing Gold standard debrief as integral part of SIM Simulation practices facilitator and with video results of SIM/Debrief video Warrants further research promoted long term learning Grant, 2014 Debrief- video-assisted s Undergraduate nursing N=48 I comparable in student video and oral debriefing versus oral debrief alone students behavior, regardless of role comparable scenarios, teamwork Dufrene, 2014 TWO PART comparing search was in large to N=13 I all studies showed Further research on how debriefing strategies and include nurse, medical with some type of the facilitator leads

student perception of residents because of debrief debrief should be debriefing strategies and lack of studies found- studied Search was limited to randomized studies Reed, 2013 Debrief- video-assisted s nursing students N=64 IV both types produced differences existed versus oral debrief alone completed a debriefing learning on questions about experience scale facilitator Lavoie, 2015 developed to design post- 3 phase review of N=19 IV Best practice remains From this study the SIM debriefing educational education, theory, and without empirical evidence testing method of REsPoND intervention to prepare modeling process will be used in another nurses and nursing study students to intervene with deteriorating patients

Shinnick, 2011 Two-group experimental prelicensured nursing students N=162 II No difference in pre-test improvement after debriefing repeated study