1. DEBRIEFING: A Critical Review of the Literature to
Foster Faculty Development
Sim Leader Cohort 2013
Findings
Julie Greenawalt PhD, RNC
Elizabeth Hartman, PhD (c), MSN, RNC , CNE
Cecelia Trinidad MSN
Sabrina Koh PhD (c), MHSc (Edu), BN, RN
Cynthia Bechtel PhD, RN, CEN, CNE, CHSE-NLN Advisor
Eight Critical Themes Emerged
Evaluation Framework and Methodologies Technique
Techniques Employed to Optimize Skill and Clinical Judgment for the Learner • Frameworks for simulation are best situated in
• Current assessment rubrics identified:
experiential learning, constructivism, and situated
* Debriefing for Meaningful Learning (DML: Dreifuerst, 2012)
cognition.
* Outcome Present Model (OPT: Kuiper, Heinrich, Matthias,
• Models generally focus on the role of the teacher to
Background
Graham and Bell-Kotwall, 2008)
organize, structure, and facilitate student learning by
Research has revealed the most
* Tanner (Lusk & Fater, 2013).
guiding the reflection process and outcomes.
critical learning occurs during • Students have identified in various studies that three factors enhance learning
• The Gibbs Model and the Jefferies Models both
debriefing, yet faculty still
through debriefing: adequate preparation, demeanor & experience of faculty.
emphasize pre-simulation activities to augment
struggle with approach and
simulation learning.
methods to optimize learning Debriefing Alone vs. Augmented Debriefing
• Research supports that debriefing alone is just as impactful as debriefing without
during debriefing.
Quality Debriefing and Standardized Debriefing
audio or visual accoutrements
• Positive change in learners’ reasoning abilities is
Purpose of the Study
• Debriefing with audio/visual equipment may be nice, but is often expensive,
associated with the perception of quality debriefing.
The purpose of this literature
difficult for some faculty to navigate through, and does not lead to enhanced
• The development of a framework for grading reflective
review was to identify the state learning for the learner.
questions that can possibly support simulation faculty
of debriefing and the
in considering purposeful questions to promote
difficulties faculty often
Debriefing Tools and Techniques
encounter related to debriefing. • Tools used most often in the debriefing exercises were video-assisted recorder reflection during debriefing (HusebØ et al, 2013).
devices.
Study Design
Conclusion
• Techniques most often employed were questions/answer session immediately • Duration and timing of when debriefing occurs may be
A critical review of the
following a scenario targeted at events and reflection that encouraged relationship related to the experience of the faculty and/or the level
literature using OVID,
to actions.
CINHAL and MEDLINE was
of the student learner.
done between 2003 and 2013. Allocation of Time
• Tools for assisting with debriefing may best be suited
to the level of the learner rather than the scenario itself.
• Research supports that time ranges from 15 minutes to one (1) hour for debriefing.
Inclusion Criteria
• Experience level of faculty may contribute to student• Best amount of time for a scenario, debriefing has yet to be revealed.
Using the words Debriefing
learner outcomes.
and Simulation, original
research studies were included. Timing of Debriefing
Nursing Implications
• Debriefing methods vary across the faculty employing the use of simulation.
• Reproducible studies are warranted if we are to
Sample
• Debriefing following simulation is an important period of self-reflecting to enhance
establish evidence-based best practices with debriefing.
student outcomes with regards to improved self-confidence and patient safety at the
There were 35 studies that met
• More research is warranted in debriefing:
bedside.
criteria.:
 Defining and operationalizing it
8=Qualitative Studies
 Targeting knowledge retention
Knowledge Retention
7=Literature Reviews
 Structuring debriefing and learning sessions
• Retention increased when students were allowed to observe the simulation activities
 Investigation of relationships between faculty
12=Quantitative Studies
more than once and were given more time to practice and reflect.
and student learner
8=Exploratory Studies