Maximizing learning during debriefing in nursing educationJ... · Maximizing learning during...
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Item type Presentation
Format Text-based Document
Title Maximizing Learning Occurring During Debriefing AfterSimulation
Authors Reed, Shelly J.; Corbett, Cheryl Ann
Downloaded 18-Jul-2018 08:52:12
Link to item http://hdl.handle.net/10755/243481
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Maximizing learning during debriefing in nursing education
Shelly J. Reed, DNP, APRN Cheryl Corbett, MSN, FNP-C
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Accepted knowledge
• Debriefing is a facilitated interactive reflective discussion about a prior series of events
• Debriefing is conducted according to predetermined objectives.
• Debriefing is an essential step to solidify learning.
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Important debriefing components
Time Environment
Structure/Content Session facilitator
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Time
• Debriefing should be held right after the simulation (Reed, 2012)
--Also supported in a study by Cantrell (2008)
• Enough time for debriefing participants to:
--Verbalize feelings
--To completely debrief (Reed, 2012)
Wotton et. al (2010) showed that students favored longer debriefings than the 20 minutes allowed
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Timing & the session facilitator
(Reed 2012)
• Allows enough time for the participant to
speak before commenting
• Talks the “right amount”
• Teaches the “right amount” during debriefing
Overstreet (2009) found when analyzing four nursing debriefings, that nurse debriefers talked 67%, or two-thirds of the debriefing period.
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Expert recommendations for timing
(Evidence needed)
• Waxman (2010): Debriefing should be twice as long as the simulation scenario
• Cantrell (2008) used 10 minute debriefing sessions; research was not focused on amount of time spent debriefing
• Decker (2007) recommends 20-30 minute debriefings
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Environment
• The environment should be “physically comfortable”
• Not included as part of “environment” according to my debriefing experience research:
--feeling safe
--emphasizing trust
--feeling comfortable expressing self
--emotionally comfortable environment
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Structure
Suggested by nursing experts:
Dreifuerst (2009): Debriefing structured as reflection facilitates learning
Brackenreg (2004): Time allotted for structured debriefing takes twice the amount as unstructured debriefing
Overstreet (2010): Provides a 7-point list to structure debriefing “ee-chats©”; however states debriefing dynamics are more important than adherence to structure.
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Other structural components
Common practices, more evidence needed:
---Establishing a safe environment
---Ground rules for open communication
---Providing objectives/agenda
---Constructively discussing performance gaps
---Relating simulation performance to current practice
---Highlighting team dynamics and communication
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Important evidence-based structural components (Reed 2012)
• Resolving unsettled feelings
• Analyzing thoughts
• Increasing self-awareness
• Processing the simulation experience
• Finding meaning in
the simulation
• Clarifying problems
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Learning components in debriefing (Reed 2012)
• Making connections in learning
• Providing a learning opportunity
• Answering questions about the simulation
• Connections between knowledge gained in the simulation and real-life situations
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Debriefing types (Available evidence in nursing education)
• Discussion vs. Video-assisted discussion
--Chronister & Brown, 2011 (N=37)
Quality of skill improvement higher, response times faster in video-assisted debriefing
Increased knowledge retention in discussion alone debriefing
--Reed, unpublished (N=64)
No difference in the student experience in discussion alone versus video-assisted debriefing
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Debriefing types (Available evidence in nursing education)
• Verbal versus written debriefing (blogging, journaling)
---Reed, 2009 (N=100)
Students preferred their experience with verbal debriefing
Complaints about written debriefing without discussion included the fact that debriefing was delayed, as well as inability to dialogue with facilitator/session participants
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Debriefing types (Evidence in medical simulation)
• Video assisted vs. discussion only
--Salvodelli et al. (2006) (N=42)
No difference in improvement between oral and video-assisted oral feedback
--Scherer, (2003) (N=12? N not specified)
Trauma code response behavior improved with videotape feedback and did not with verbal feedback alone
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Debriefing types (Evidence in medical education)
• Post-simulation debriefing vs. in-simulation debriefing
---Van Heukelom et al. 2010 (N=161)
Students felt debriefing after a simulation was more effective for learning than in-simulation debriefing
• More evidence is needed on what types of debriefing are most effective to promote learning in nursing education
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Debriefing Facilitator
Expert opinion abounds as to how a debriefing should be facilitated
---DASH
---CAPE
These behaviors are well-accepted for medical simulations and team training scenarios.
Are they best for nursing education?
EVIDENCE IS NEEDED
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Facilitator behaviors important to nursing students (Reed, 2012)
• Provides a means for the participant to reflect on their actions
• Should be an expert in the content area
• Provides constructive evaluation of the simulation
• Provides adequate guidance during debriefing
• Reinforces aspects of the health care team’s behavior
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Less important to debriefing (Reed, 2012)
• During factor analysis of a scale evaluating the nursing student debriefing experience, the following did not “factor” in:
---Learning objectives made clear at the beginning of debriefing
---Making connections between self & others
---Bridging the gaps between my (or my group’s) performance
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Less important to debriefing (Reed, 2012)
---Addressing emotions that came up during the simulation
---Providing a “cooling down” period with debriefing
---Becoming clear about role as a nurse
---Understanding professional values
---Allowing a chance to “de-role”
---Understanding the perspective of others
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Less important to debriefing (Reed, 2012)
---Becoming clear about role as a team member
---Help in analyzing performance
---Use of open ended questions by the facilitator
---The facilitator reinforcing behavioral aspects
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Additional evidence concerning debriefing in nursing education
• Cantrell, 2008 (N=11)
---Students identified that a simulation accurately demonstrated by the faculty at the conclusion of debriefing would significantly enhance learning
• Lasater, 2007 (N=39)
---Students have a strong desire for more direct and honest feedback during debriefing
---Debriefing allows for increased awareness through verbalization of thought processes
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Additional evidence concerning debriefing in nursing education
• Wotton et al, 2010 (N=300)
---Combined sim/debriefing sessions of 45 minutes; debriefing lasted 15-20 minutes, type of reflection not identified ?Discussion?
---Students “valued” debriefing in the areas of management, rationale for actions, assisting in understanding, learning, and explaining the scenario
---Students wanted more time to debrief
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Additional evidence concerning debriefing in nursing education
• Kuiper, et al. 2008 (N=44)
---OPT model clinical reasoning worksheets were used to debrief vs. debriefing “with an instructor”
---Worksheets were also used to debrief clinical, so students were familiar with worksheet completion
---Authors felt the OPT model worksheets provided scaffolding for reflection and review
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Evaluating debriefing
DASH (Debriefing Assessment for Simulation in Healthcare©)
---Developed from expert opinion of those facilitating primarily medical or medical education simulations (not from the experience of those being debriefed)
---Student version evaluates the debriefer’s skill at conducting the debriefing
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Evaluating debriefing • Debriefing Experience Scale©(Reed, 2012)
---Developed to evaluate the nursing student experience during debriefing
---Factor analysis was implemented to provide the 20 items on the scale
---Items not included were those that factored in weakly or that were too highly correlated with another item
---Cronbach’s alphas were .93 and .91 for the two scales contained therein
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Knowledge gaps about how to maximize learning during debriefing
• As wide as the Grand Canyon!!
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Minding the gaps Just a few: ---What debriefing type best facilitates learning? Video assisted? Discussion only? Written? ---Is the structure and lingo used by the ‘expert debriefers’ appropriate for novice nurses or students? (i.e. “frames” “mental model”) ----Should facilitation & debriefing be tailored to skill and experience level of the learner, rather than a one – size fits all approach? And the list goes on…..