Institutional Access - 1 Year Access
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Debriefing is an essential part of a simulation. It is during debriefing that learning occurs. This course discusses the structure and process of debriefing, then describes a variety of methods and approaches in detail. The INACSL Standards that relate to debriefing are explained. Skills learned in this course are applicable not only to simulation, but to other aspects of teaching as well.
1. Define debriefing.
2. Identify the goals of debriefing.
3. Analyze the role of the facilitator during debriefing.
4. Identify various approaches to debriefing.
5. Discuss the process of debriefing.
6. Formulate questions that assist participants in self-reflection.
About the Author
Mindi Anderson, PhD, ARNP, CPNP-PC, CNE, CHSE-A, ANEF is currently an Associate Professor at the University of Central Florida College of Nursing. Dr. Anderson has presented widely on the topic of simulation and is engaged in research and publishing on multiple types of simulation (high-fidelity, standardized patients, virtual, etc.), and simulation methodologies, such as role-modeling and interprofessional education.
Amy L. Daniels, MS, RN, CHSE is the Director of the Debra L Spunt Clinical Simulation Labs at the University of Maryland, Baltimore School of Nursing and as a clinical instructor, she teaches using simulation in all clinical programs. She received formal training in simulation from Oregon Health Sciences University. She completed basic and advanced debriefing training at the Institute for Medical Simulation through the Center for Medical Simulation in Cambridge, MA. She is currently a member of the Education Committee for the International Nursing Association for Clinical Simulation and Nursing (INACSL).
Rachel Onello PhD, RN, CHSE, CNE, CNL is an Assistant Professor at the University of Maryland School of Nursing with over seven years of experience in designing, implementing, and evaluating simulation in healthcare education. She engages in simulation-based teaching in clinical and didactic courses for entry-level nursing students and co-teaches faculty development workshops on debriefing for simulation faculty in academic and clinical practice. Her current work focuses on applying structured models of debriefing to clinical learning environments with a focus on faculty development among clinical instructors.