| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 5868225 | Clinical Simulation in Nursing | 2014 | 8 Pages |
BackgroundDebriefing is critical to learning in simulation-based education. The body of research related to debriefing is growing. However, few empirical studies exist that define specific techniques that facilitate learning during debriefing.MethodsThis phenomenological study investigated baccalaureate nursing students' perceptions about the characteristics of debriefing that contributed to their ability to learn. Twenty-eight students participated in focus groups after simulation experiences.ResultsFive themes emerged as supporting the students' abilities to learn during debriefing in simulation-based education. The themes were: Safe Environment, Debriefing to Explore Thoughts, Feedback from Multiple Perspectives, All in This Together, and Group Facilitation.ConclusionsThis study provides guidance to debriefing facilitators regarding specific actions that can be taken to facilitate learning during debriefing discussions. Establishing an environment of psychological safety, drawing on multiple perspectives, conducting debriefing as a reflective conversation, and use of specific facilitation techniques were identified as being critical to learning during debriefing.
