Methods and Evaluations for Simulation Debriefing in Nursing Education

Abstract

Debriefing is the most important aspect of simulated learning, but actual debriefing practices are not evidence based or widely known. Expert opinions on effective simulation debriefing have been widely published and likely guide debriefing in nursing education. However, various terms are used to discuss simulation debriefing, making it difficult to distinguish debriefing methods. Also, the means for evaluating simulation debriefing are lacking. The purpose of this review is to identify and examine methods and evaluations for simulation debriefing in the educational setting. Twenty-two methods and seven evaluations for simulation debriefing were found. Four areas of differences among methods-suggested uses, design features, supplemental resources, and means for evaluation-were demonstrated. This review offers nurse educators and researchers a comprehensive, practical examination of the methods and evaluations for simulation debriefing in the educational setting, clarifies terminology, and describes how the debriefing methods, phases, approaches, elements, and evaluations are interrelated.

Simulation Debriefing Practices in Traditional Baccalaureate Nursing Programs: National Survey Results

“…Data suggest that evaluation of debriefing is needed. At least seven means for evaluation of debriefing are available in the literature (Waznonis, 2014) and should be used regularly to evaluate debriefing to move beyond perceived competence toward measuring the level of competence of debriefers. (14) (continued on next page) (continued on next column) Novice ¼ very limited prior experience using debriefing.…”

“…Respondents described a semistructured process of debriefing using an eclectic approach to debriefing that may be contributing to the challenge of student engagement by limiting the debriefing to ''what went well and what would you change.'' To move toward a high level of facilitation, faculty should strongly consider consistently using one of the at least 22 specific methods of debriefing described in the literature (Waznonis, 2014). Prebriefing is an introduction to the scenario, roles, timing, equipment, and debriefing, but little is known about prebriefing and its relationship to debriefing (Page-Cutrara, 2014).…”

Simulation debriefing for clinical judgment development: A concept analysis

“…There is increasing evidence that simulation debriefing can improve nursing students' clinical judgment (Dreifuerst, 2012;Forneris et al, 2015;Mariani et al, 2014;Tosterud et al, 2014). However, the literature reveals a lack of standardized methodological approaches for debriefing practice (Couper and Perkins, 2013;Lavoie et al, 2013) and unclear descriptions of debriefing (Waznonis, 2014). As a result, there is considerable variation in the methods to promote clinical judgment through debriefing and, accordingly, there is a need for a comprehensive understanding of the conceptual elements of debriefing.…”

Reflective Practice and Its Role in Simulation

“…Although Waznonis (2014) has identified 22 methods for debriefing, we have selected five commonly cited methods and two approaches to assess debriefings (Dieckmann, Reddersen, Zieger, & Rall, 2008;Rudolph, Simon, Raemer, & Eppich, 2008;Arora, Ahmed, Paige, Nestel, & Sevdalis, 2012;Brett-Fleegler, Rudolph, Eppich, Monuteaux, & Simon, 2012;Dreifuerst, 2012;Ahmed, Arora, Russ, Darzi, & Sevdalis, 2013;Phrampus & O'Donnell, 2013). For each method, we have aligned Gibbs's reflective cycle with the six stages (Table 1).…”

“…Theory supporting reflection is not well studied, and there is insufficient evidence to support any single debriefing strategy providing better or best learning outcomes (Husebø, Dieckmann, Rystedt, Søreide, & Friberg, 2013;Dufrene & Young, 2014;Kihlgren, Spanager, & Dieckmann, 2014). Gibbs's reflective cycle (Gibbs, 1988) has previously been used to support the process of reflection in midwifery practice (Gnash, 2009), interprofessional patient-centered care and ethical dilemmas (Jones, 2007;Burzotta & Noble, 2011), emergency care (Powley, 2013), and nursing, physiotherapy, and dental hygiene education (Wilding, 2008;Maloney, Tai, Lo, Molloy, & Ilic, 2013;Wallace, Blinkhorn, & Blinkhorn, 2013).…”