Creating context with prebriefing: A case example using simulation

Abstract

Background: Educational advantages of simulation have been widely reported. Pre-briefing and debriefing support simulation methods. However, few detailed accounts of how the learning activities surrounding simulation are implemented exist. Objectives: This case example provides a detailed description of learning activities surrounding a simulation experience with a deteriorating cardiac patient. The educational sequence integrates Benner et al.'s goals for transforming nursing education. The study objectives were to design and evaluate an educational sequence using narrative, games, and simulation to teach students how to manage and anticipate the care of a deteriorating patient. Design: A case example with descriptive quantitative and qualitative evaluation is presented. Setting: The study took place on multiple days in a university simulation laboratory. Participants: All study participants (n = 43) were senior students enrolled in a Bachelor of Science in Nursing program. Methods: Students experienced an educational sequence and then rated and ranked educational activities. Results are reported with descriptive statistics. Students and faculty responded to the question, "What will you take from this experience?" Their responses were evaluated using constant comparison and expert review for themes. Results: Students identified 'knowing how', 'increasing confidence' and 'understanding roles' as what they took from the experience. Students ranked the simulation itself as the most helpful. Conclusions: Incorporating Benner et al.'s transformational educational goals informed the educational sequence and engaged students in the learning experience. This paper adds uniquely to the nursing literature by providing detailed accounts of the activities surrounding simulation that support student learning in multiple domains.

Developing and testing transferability and feasibility of a model for educators using simulation-based learning — A European collaboration

“…The analysis also revealed that participants gained knowledge about briefing and recognised this as an integral part of any SBL event. Pre-briefing has been identified as one of three important stages of the feedback and as important at the debriefing (Brackney & Priode, 2015;Motola et al, 2013). The participants discussed a more structured approach to designing scenarios after attending the NESTLED programme.…”

A Systematic Review of Health Care Presimulation Preparation and Briefing Effectiveness

“…Prebriefing is described as an orientation session held just before a simulation-based learning experience in which instructions or preparatory information is given to participants and includes review of learning objectives, orientation to the learning environment, and overview of learner roles and expectations, to clarify learner expectations and support achievement of desired learning outcomes (Brackney & Priode, 2015;INACSL Standards Committee, 2016;Rudolph et al, 2014). Page-Cutrara (2014) completed a comprehensive review of nursing literature specifically on prebriefing and concluded that prebriefing may be beneficial in developing critical thinking and clinical judgment.…”

“…Clinical simulation experiences are associated with high levels of stress and anxiety that can leave learners unable to perform during the simulation and inhibit learning; however, orientation to the simulation environment and scenario has been shown to lessen this anxiety (Gantt, 2013;Nielsen & Harder, 2013). Decreasing anxiety promotes student engagement during simulation and supports critical thinking and reflective practice (Brackney & Priode, 2015;Franklin, Sideras, Gubrud-Howe, & Lee, 2014;Rudolph et al, 2014). However, the optimal doses and types of presimulation activities have yet to be determined (Franklin et al, 2014;Gantt, 2013).…”

Prebriefing in Nursing Simulation: A Concept Analysis Using Rodger's Methodology

“…One common identified process of prebriefing is orientation to the manikin and equipment that will be used in the simulation (Beattie, Koroll, & Price, 2010;Christian & Krumwiede, 2013;Chunta & Edwards, 2013, Hinchey, De Maio, Patel & Cabanas, 2011Leighton, 2009;Mason & Lyons, 2013;Miller, Riley, Davis, & Hansen, 2008, Murphy, 2013. Another common prebriefing process discovered in the literature is for students to complete preparatory work such as reviewing knowledge and skills that will be utilized during the simulation (Brackney & Priode, 2015;Brewer, 2011;Distelhorst & Wyss, 2013;Leighton, 2009;Garrett, MacPhee, & Jackson, 2010;Waxman, 2010). Other identified prebriefing processes included informing participants of the upcoming components related to debriefing (Arafeh, Hansen, & Nichols, 2010;Chunta & Edwards, 2013), the suspension of disbelief (Mason & Lyons, 2013;Miller et al, 2008), and roles during the scenario (Chunta & Edwards, 2013;Miller et al, 2008).…”

“…Rodgers (1989) stated that the identification of antecedents and consequences of a concept support further clarification. The antecedent or event preceding prebriefing is identified in the literature as the planning of a simulation, which is usually stimulated by a learning goal or objective that an educator desires participants to achieve (Brackney & Priode, 2015;Chunta & Edwards, 2013;Rudoplh et al, 2014).…”