Debriefing Foundations







Overview

Debriefing is an essential part of a simulation. It is during debriefing that learning occurs. This course discusses the structure and process of debriefing, then describes a variety of methods and approaches in detail.  The INACSL Standards that relate to debriefing are explained. Skills learned in this course are applicable not only to simulation, but to other aspects of teaching as well.

Objectives

  1. Define debriefing.
  2. Identify the goals of debriefing.
  3. Analyze the role of the facilitator during debriefing.
  4. Identify various approaches to debriefing.
  5. Discuss the process of debriefing. 
  6. Formulate questions that assist participants in self-relfection. 

Authors

Mindi AndersonMindi Anderson, PhD, ARNP, CPNP-PC, CNE, CHSE-A, ANEF is currently an Associate Professor at the University of Central Florida College of Nursing. Dr. Anderson has presented widely on the topic of simulation and is engaged in research and publishing on multiple types of simulation (high-fidelity, standardized patients, virtual, etc.), and simulation methodologies, such as role-modeling and interprofessional education. 



Amy DanielsAmy Daniels, PhD, RN, CHSE directs the Debra L. Spunt Clinical Simulation Labs (CSL) and is an Assistant Professor at the University of Maryland School of Nursing (UMSON). She began teaching using simulation-based teaching in 2010. Dr. Daniels received formal training in simulation and debriefing at Oregon Health Sciences University and the Center for Medical Simulation. Her instructional work includes designing, developing, integrating, and evaluating simulations for undergraduate and graduate curricula. Dr. Daniels provides faculty development in simulation and debriefing locally and nationally. Her scholarship in psychological safety and reflective thinking in simulation-based education has been disseminated nationally and internationally. 


Sharon Decker, PhD, RN, FSSH, ANEF, FAAN is the Associate Dean for Simulation, Professor in the School of Nursing , Executive Director, TTUHSC Simulation Program, A TTUHSC Grover E. Murray Professor, and the Covenant Health System and the Endowed Chair in Simulation and Nursing Education at Texas Tech University Health Science Center in Lubbock, Texas. 

Dr. Decker's research and scholarship is related to how simulation can be used as an innovative teaching-learning strategy to facilitate the development of clinical reasoning skills and promote clinical competency. Dr. Decker has presented at conferences and provided consultation for nursing schools internationally related to the integration of simulation into the curriculum. She has been the recipient of numerous grants to support her research and has been recognized numerous times by Texas Tech University Health Sciences Center for her excellence in teaching. She currently serves as the Past-Chair of the Certification Council for the Society for Simulation in Healthcare. As a past member of the Standards Committee for the International Nursing Association for Clinical Simulation and Learning, Dr. Decker was the lead author for two evidence-based standards.


Dr. Rachel Onello is a clinical associate professor at the University of South Carolina College of Nursing. She has over ten years' experience teaching in baccalaureate and entry-level master's programs, focusing on designing, implementing, and evaluating didactic, clinical, and simulation-based education. In her previous roles, Dr. Onello oversaw the development of simulation programs, facilitated the expansion of simulation curricula for nursing courses, coordinated lab and clinical learning experiences, and directed the faculty development and training of lab and clinical instructors. Dr. Onello received training on simulation and debriefing through Harvard's Center for Medical Simulation and the Peter M. Winter Institute for Simulation, Education, and Research. Dr. Onello is frequently involved in designing and delivering educational workshops at national and international conferences with a focus on integrating simulation into the curriculum, using structured models to improve debriefing, and applying debriefing frameworks to clinical learning. She is a site reviewer for simulation program accreditation through the Society for Simulation in Healthcare and is a NLN Jonas Scholar emeritus.



Last modified: Thursday, December 13, 2018, 1:26 AM