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Simulations-Based Care Delivery
Published in Connie White Delaney, Charlotte A. Weaver, Joyce Sensmeier, Lisiane Pruinelli, Patrick Weber, Nursing and Informatics for the 21st Century – Embracing a Digital World, 3rd Edition, Book 3, 2022
Cynthia Sherraden Bradley, Joanne Donnelly, Nellie Munn Swanson
The simulation professional organizations are a resource for training in simulation facilitation and debriefing, as recommended by the SOBP (INACSL Standards Committee, 2016). As the most important aspect of simulation learning, debriefing is recommended after every simulation experience. Debriefing is a collaborative discussion among a debriefer and participants to facilitate reflective thinking, provide feedback and apply learning from the simulation scenario to future similar situations participants have not yet encountered with live patients (Dreifuerst, 2015). Although formal training and competence assessment in debriefing is recommended as best practice, few report consistent training processes in academic or practice settings (Bradley, 2019).
Simulation-Based Learning from across the Globe
Published in Connie White Delaney, Charlotte A. Weaver, Joyce Sensmeier, Lisiane Pruinelli, Patrick Weber, Deborah Trautman, Kedar Mate, Howard Catton, Nursing and Informatics for the 21st Century – Embracing a Digital World, 3rd Edition, Book 2, 2022
Juan Antonio Muro Sans, Laura Gonzalez, Virginia La Rosa-Salas
There are different styles to practice debriefing, and there is no consensus in the literature about which one is the best method of debriefing. Due to the many variables within healthcare education, such as learner's type, learner's performance, facilitator skills, learning objectives, level of a stake of the simulation activity and learner's emotional status, it is expected from the facilitators to guide these sessions in an adaptive manner. This means that facilitators must know different types of debriefing, must have pedagogical skills to identify both the educational level and emotional status of the learner's group, and then decide on a specific type of debriefing method or a combination of some.
Psychological Aspects of Trauma
Published in Ian Greaves, Keith Porter, Jeff Garner, Trauma Care Manual, 2021
Ian Greaves, Keith Porter, Jeff Garner
Critical incident stress debriefing (CISD) after unpleasant events is not a new concept; it has been used for many years by the military and other organizations, such as the emergency services.36, 37 It has an intuitive appeal and is generally viewed favourably by participants. It has many committed advocates in Western countries, although most emphasize that it should be one element of a package of welfare provisions, often referred to as Critical Incident Stress Management (CISM). Evaluative research has not supported its role as a preventative measure against PTSD, and some studies suggest that one-off debriefing sessions may make participants worse.5 However, debriefing has shown a resilience, despite some bad press, and Hawker and Hawker have carried out a thorough review of the evaluative literature, which presents a balanced view of CISD.38
Final year undergraduate nursing students’ experience of high-fidelity simulation: results of a survey
Published in Contemporary Nurse, 2022
Elyse K. Coffey, Lauren McTier, Nicole (Nikki) M. Phillips
Nursing education is a unique entity utilising a combination of theory, application and practice (Gatti-Petito, 2011). Adult learners are self-directed, goal orientated and experienced (Gatti-Petito, 2011; Knowles et al., 2014). A quality learning experience creates an opportunity for students to have feedback provided and enables them to reflect on their learning experience. As such debriefing is considered to be a fundamental component of learning through high-fidelity simulation (Casida & Shpakoff, 2012; Levett-Jones & Lapkin, 2014; Rueda-Medina et al., 2021). This is consistent with the results of this study, as the majority of students perceived that feedback helped them to learn and helped in the development of clinical reasoning skills. Debriefing provides an environment where improved learning, improved future performance and improved patient outcomes may be achieved through reflection and feedback (Levett-Jones & Lapkin, 2014; Rueda-Medina et al., 2021).
Patient Experience of Physical Restraint in the Acute Setting: A Systematic Review of the Qualitative Research Evidence
Published in Issues in Mental Health Nursing, 2022
Lisa Douglas, Gráinne Donohue, Jean Morrissey
Further investigation on the facilitation of debriefing from patients’ perspectives needs to be explored in greater depth. In addition, the findings of this review suggest the need for clarification on the roles and responsibilities of MHNs regarding the facilitation of debriefing within the relevant policies and guidelines. The use of safety programs such as ‘Safewards’, ‘Six Core Strategies,’ or other practices that result in a reduction in rates of restrictive practices need further examination from the patient perspective so that best practice can be embedded in our mental health services. Most of the studies in this review have been conducted within a single jurisdiction and mainly from a single site. More cross site or collaborative research is necessary to evaluate international best practice. The findings highlight that patients from ethnic minority groups were under-represented in the included studies for this review. These findings, or a lack thereof, indicate the need for further investigation into the use of restraint involving ethnic minority groups since they are disproportionately overrepresented within mental health systems (Hui, 2017b).
The medical simulation blog: A pilot project in Italy
Published in Medical Education Online, 2021
Francesco Dojmi Di Delupis, Paolo Pisanelli, Nicola Di Daniele
Debriefing articles were one of the top viewed sections of the blog. We believe that this is a positive outcome because debriefing is a vital component of simulations that should never be omitted[41]. Poorly facilitated debriefings may create adverse learning, produce negative perspectives and emotions, and lead to a degradation of the educator–learner relationship[42]. Different debriefing methods exist, but we believe that the most appropriate form is one that is conducted with good judgment, that allows healthcare workers and systems to evolve[43] and closes performance gaps[44]. In Italy, we think that this model could, at the same time, remove the punitive perception of errors, stimulate growth, and encourage an awareness of the facilitator’s role by helping the development and diffusion of reflective and critical thinking in healthcare environments. This could positively impact the clinical safety.