|Debriefing is an important part of the learning experience. In fact, research shows that most of the learning occurs during the debriefing phase, but only when educators are skilled in using effective debriefing methods.
After completing four hours of online didactic modules and an online exam, healthcare simulation educators will gather to practice and evaluate their own debriefing styles through role play activities in the simulation and debriefing lab.
The online module and exam must be successfully completed prior to coming to the lab. Successful completion is measured by achievement of 80% or greater grade on the exam. On lab day, participants must sign in, participate, and complete an evaluation form to receive a certificate of completion.
- Explain the importance of “briefing” learners prior to beginning a simulation experience
- Establish and maintain a safe learning environment during all stages of simulation based instruction
- Define “debriefing” in the context of healthcare simulation instruction
- Describe the pros and cons of the “Judgmental”, “Non-Judgmental”, and “Good Judgment” debriefing styles.
- Cite three examples of learner frames
- Relate the key principles and parts of the learner frames model to a debriefing session.
- Perform a debriefing session using the four (4) stage debriefing process.
- Compare the pros and cons of the Directive Feedback, Plus/Delta, Advocacy-Inquiry and Open-Ended/Socratic debriefing techniques
- Reduce the use of ineffective debriefing techniques, such as Critique and GWIT
- Assess one’s own debriefing effectiveness and skills based on current best practice