Ashley C. Johnson N877 Foundations in Education and Learning Self-Debriefing Ashley C. Johnson N877 Foundations in Education and Learning

Objectives Identify the types of simulation debriefing. Discuss best practices in simulation debriefing. Define self-debriefing. Apply self-debriefing to nursing simulation. Discuss the impact of self-debriefing on nursing simulation.

Research

What are the best practices in debriefing undergraduate nursing students after simulation? Databases used: CINAHL PubMEd ERIC Key words: debriefing debriefing methods nursing simulation nursing simulation No exclusions were used in these searches.

Findings Debriefing is an important and quite possibly the most important part of simulation. According to the literature, debriefing is when significant learning occurs. Any structure debriefing is beneficial. There is not one particular type that is better than the other. An interesting concept is self-directed debriefing. This is an inexpensive route of standardized debriefing that does not require extra faculty, equipment or time. Literature also suggested that considering the importance of debriefing there is still very little research on the different types and more research needs to be done in this area.

Best Practices

Current best practices There are many types of debriefing: Video recording Faculty or instructor led Verbal Collective Structured debriefing of any type is better than no debriefing.

More work to be done There is still a gap in the literature. More research is needed using the various types of debriefing. A theoretical framework needs to developed to guide debriefing.

Self-Debriefing

Why self-debriefing? Colleges and universities in small towns, rural areas, limited budgets, limited clinical sites are still expected to maintain quality and uphold simulation standards. These same colleges and universities need effective simulation to replace lack of clinical facilities and experiences. Effective debriefing methods on a very small and almost non-existent budget is craved by the smaller, more rural schools. Particularly those that can’t afford expensive video debriefing systems or have the space for large, separate debriefing rooms.

Application

Assignment: Self-debrief a simulation scenario. Objectives: Reflect on the assigned simulation scenario. Analyze actions of the student and their colleagues. Identify and review lessons learned. Instructions: The undergraduate nursing student that has completed a simulation scenario must answer the following questions related to the previously completed simulation scenario. Writing should be clear and easy to read. Analysis should be accurate and relevant to the simulation scenario. It should provide clarity to the student and reader. Minimum of three pages in length is required. How did you feel throughout the simulation experience? Describe the objectives you were able to achieve? Did you have the knowledge and skills to meet objectives? Were you satisfied with your ability to work through the simulation? What did the team feel was the primary nursing diagnosis? What were the key assessments and interventions? Evaluation (of the success of implemented care) What other kinds of situations might you face that might be similar? What are you going to do differently in your practice tomorrow? Is there anything else you would like to discuss?

Grading Rubric 76% or greater = Satisfactory for lab day Performance Criteria Attribute 0 points 5 points 10 points 15 points 20 points The required elements are present for the debriefing entry. Breadth None of the required elements are present. Few of the required elements are present in each debriefing entry. Some of the required elements are present in each debriefing entry. Most of the required elements are present in each debriefing entry. All the required elements are present in each debriefing entry. The debriefing entry is clearly written (e.g. style, grammar enhance understanding). Clarity Debriefing entry is not clear. Debriefing entry is slightly clear. Debriefing entry is moderately clear. Debriefing entry is mainly clear. Debriefing entry is extremely clear. The debriefing entry is organized and all questions answered. Organization The debriefing entry is not organized. The debriefing entry is slightly organized. The debriefing entry is moderately organized. The debriefing entry is mainly organized. The debriefing entry is extremely organized. 76% or greater = Satisfactory for lab day Lower than 76% = Unsatisfactory for lab day

Where can this be used? This assignment was developed for undergraduate nursing students who have participated in a simulation scenario. New students to graduating students could use this debriefing tool. It could be adapted for graduate programs and the clinical setting.

Impact

Student learning and patient outcomes Effective debriefing would be utilized with this tool. Small faculty numbers, limited time, and/or limited resources would be able to use self-debriefing as an active learning tool. This cements learning and ensures application to real-world experiences. Patient outcomes are improved each time that learning is applied to real-world experiences.

References Jaye, P., Thomas, L., & Reedy, G. (2015). 'The Diamond': a structure for simulation debriefing. The Clinical Teacher. National League for Nursing. (2010). Simulation in nursing education: From conceptualization to evaluation. Retrieved from National League for Nursing. Tierney, R. & Simon, M. (2004). What’s still wrong with rubrics: Focusing on the consistency of performance criteria across scale levels. Practical Assessment, Research & Evaluation, 9(2) http://pareonline.net/getvn.asp?v=9&n=