Postsimulation Debriefing to Maximize Clinical Judgment Development

Abstract

With the increased prevalence of simulation as a teaching strategy, there remains a need to establish best practice guidelines to foster nursing education goals. One essential goal of nursing education is clinical judgment development. The debriefing component of simulation clearly provides a forum to enhance clinical judgment development. Following a literature review of debriefing in nursing and other disciplines, the authors suggest strategies that optimize debriefing after simulation as a means to promote clinical judgment among nursing students.

Simulation debriefing for clinical judgment development: A concept analysis

“…The IRDG-CJ integrates Tanner (2006); Lasater's (2007b) and Bloom's (1956) work. The evidence from the literature helped to construct some of the IRDG-CJ's themes and questions (Dreifuerst, 2012;Lusk and Fater, 2013). The IRDG-CJ encompasses the four aspects of the Tanner's model.…”

The Importance of Debriefing in Simulation-Based Learning

“…9,10 Debriefing also creates the best learning environment to put theory into practice and promotes self-confidence in clinical decision making. 5,11 For a successful debriefing, Lederman 12 described seven attributes as playing crucial roles in the debriefing process: debriefing expert, the participants, the experience in simulation scenario, the impact of that experience, reminiscence, reporting, and time. Also, Fanning and Gaba 10 defined the following three phases of debriefing: description or reaction (to clarify facts), analysis or understanding (to explore and appreciate the experience), and application or summarize (to identify any differing views).…”

“…In this regard, SBL is being implemented at an unprecedented rate in nursing education and training. [2][3][4][5] Debriefing is an essential factor in SBL, 6,7 and it is generally facilitated by an instructor providing a constructive discussion after the SBL simulation. 8 Through debriefing, students have the opportunity to improve performance with self-review, but also apply existing knowledge and acquire new knowledge.…”

Interprofessional Education: Using Live Simulation to Enhance Collaboration and Communication

“…Fifteen minutes were dedicated to this segment of the simulation. A significant degree of learning can occur during the debriefing as students are guided by the facilitator through intentional reflection of the simulated patient encounter (Lusk & Fater, 2013). Typical questions stated by the facilitator were; "How do you feel now that the scenario is over?…”

“…", and "What areas could you improve upon?" The goal of the debriefing was to assist students in recognizing areas of strength and weakness within the group as well as individually (Lusk & Fater, 2013). Students reflected on the experience sharing their different perspectives of the evolved events.…”