Debriefing Practices in Simulation-Based Education

Dieckmann, Peter; Sharara‐Chami, Rana; Ersdal, Hege

doi:10.1007/978-981-13-6106-7_51-1

Cited by 3 publications

(4 citation statements)

References 50 publications

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“…Our conclusion was that the more complex the learning objectives are, the more the constructivist approach seem to benefit the learning in the opinion of the participants interviewed. This current study supplements the findings of these studies by emphasising the cultural situatedness of SBL—its nature as a social practice [ 24 , 30 , 31 ]. The overall complexity can be captured only in fragments in short facilitator courses [ 35 ], but they can help attendees of such courses to start a life-long journey of experimentation and reflection [ 1 ].…”

Section: Discussionsupporting

confidence: 54%

“…The same term can be fulfilled in different ways in the respective cultures (consider, for example, different ways of paying respect between human beings) [ 29 ]. Simulation reflects aspects of the social practice of the countries in which it takes place [ 23 , 30 – 32 ]. This implies that each written standard would need to be localised to the context in which it is applied.…”

Section: Discussionmentioning

confidence: 99%

“…Others have argued that such overarching models can still be useful, when making sure that, for example, the scoring of the cultural dimensions is not confused with “the culture” as such [ 36 ]. More recently, the very notion of culture was challenged and a focus on more fine grained practices is suggested as opposed to a general consideration of culture [ 30 , 39 – 41 ]. Considering the different points, we decided to keep the Hofstede definition as our starting point, also because we worked with the model before, but we decided to focus on the investigation of practices and values in the different countries.…”

Section: Study Strengths and Limitationsmentioning

confidence: 99%

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Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia

et al. 2023

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Background Simulation-based learning (SBL), used for achieving various learning goals, is spreading around the world. However, it is still open, to what extend SBL needs to be adapted to local cultures. This study aimed to explore how various stakeholder groups perceive what constitutes a competent simulation facilitator across three different countries. Methods We conducted an interview study with learners, facilitators, and facilitator trainers. Semi-structured interviews with 75 participants underwent content analysis. Participants were recruited from Denmark, Korea, and Australia. Interviews focused on characteristics of simulation faculty, as well as educational behaviours. Interviews were audio-recorded, translated to English, transcribed, and content analysed by inductively developing codes using the Nvivo software. In the first coding round, each interview was treated separately. In the analysis round, the individual codes between countries and stakeholder groups were compared to identify similarities and differences. Results Our study shows high demands for the simulation facilitator role. A competent simulation facilitator should possess the following characteristics: (1) subject matter expertise, (2) personal approach and traits, (3) self-awareness and reflection, and (4) communication skills. Educational behaviours comprised (1) supporting a safe learning environment, 2) working goal-oriented with the course, (3) engaging before the course with preparation, (4) leading scenarios, and (5) facilitating debriefings. Comparative analysis showed similar wishes towards simulation facilitators from the different stakeholders in different countries, though the same terms might mean different details in the various settings. Conclusions These findings offer guidance for learning needs analysis and the establishment of faculty development programmes. The study also shows that the personal characteristics are an important aspect of the facilitator role above and beyond displaying educational behaviours.

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Section: Discussionsupporting

confidence: 54%

Section: Discussionmentioning

confidence: 99%

Section: Study Strengths and Limitationsmentioning

confidence: 99%

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Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia

et al. 2023

Self Cite

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“…Although some studies claim that clinical simulation is replacing real-life practice [ 37 ], there are numerous barriers to the implementation of clinical simulation, including a lack of access, lack of familiarity with the technology, and failure to share resources [ 19 , 38 ], or because of costs and technical difficulties, such as poor graphics [ 21 ]. In relation to the latter, some researchers argue that the use of ICTs is a good alternative to traditional teaching, contributing, to a great extent, to breaking down barriers [ 16 ].…”

Section: Discussionmentioning

confidence: 99%

Virtual Reality and Simulation Videos as Effective Training Tools for Creating Safe and Inclusive Environments for Transgender People

García-Acosta,

Castro-Molina,

Delgado

et al. 2023

Nursing Reports

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Background: University education is undergoing a paradigm shift towards active methodologies, such as virtual reality and training videos, which have proven to be valuable resources, especially in the health sciences. The scarcity of existing research on the topic prompted us to conduct this study, which seeks to measure the knowledge gained from the aforementioned tools by users, their level of satisfaction with them, and their perceived utility. Methods: This is a quasi-experimental intervention study analysing the impact of virtual objects as learning resources for undergraduate nursing students. Results: Fifty-four participants completed the training, yielding highly significant differences between their mean scores, with a high statistical power and a large effect size. A total of 85.46% of participants confirmed that the virtual resources helped them considerably to empathise with the experiences of trans people in healthcare settings. Students were comfortable using the virtual resources, very satisfied with the methodology employed, and would recommend the training received. Conclusions: University teaching must adapt to meet the current legislations and changing health needs of society, and teaching staff must be prepared to implement new active teaching methodologies that make learning a more dynamic process. Considering these results, our study serves as a guide for other nursing educators who seek to promote inclusive healthcare regarding gender diversity. This study is not registered.

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Cultural considerations in debriefing: a systematic review of the literature

Palaganas

Charnetski

Dowell

et al. 2021

BMJ Simul Technol Enhanc Learn

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BackgroundConversations are influenced by cultural perceptions, beliefs and values. Debriefing is a learning conversation. Without cross-cultural engagement or culturally relevant teaching, learning may be compromised and may result in an outcome opposite of that intended.ObjectiveThis systematic review explores cultural considerations in healthcare simulation debriefing. We sought to explore findings that could help debriefers create culturally responsive and inclusive debriefings.Study selectionStudies were included if they were peer-reviewed articles in any language and focused on healthcare simulation debriefing and global cultural considerations. Research study methods included qualitative, quantitative or both. The review included any health-related profession and level of learner.FindingsThree studies met the criteria. The purposes of the three studies were significantly different and did not directly study cultural considerations in debriefing.ConclusionsThe learner–educator relationship is at risk and learning may be negatively impacted without addressing cultural awareness. More studies are needed to fully describe the effect of culture on successful debriefing.

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Debriefing Practices in Simulation-Based Education

Cited by 3 publications

References 50 publications

Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia

Embracing multiple stakeholders’ perspectives in defining competent simulation facilitators’ characteristics and educational behaviours: a qualitative study from Denmark, Korea, and Australia

Virtual Reality and Simulation Videos as Effective Training Tools for Creating Safe and Inclusive Environments for Transgender People

Cultural considerations in debriefing: a systematic review of the literature

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