TY - JOUR
T1 - Standards of Best Practice
T2 - Simulation Standard VI: The Debriefing Process
AU - Decker, Sharon
AU - Fey, Mary
AU - Sideras, Stephanie
AU - Caballero, Sandra
AU - Rockstraw, Leland (Rocky)
AU - Boese, Teri
AU - Franklin, Ashley E.
AU - Gloe, Donna
AU - Lioce, Lori
AU - Sando, Carol R.
AU - Meakim, Colleen
AU - Borum, Jimmie C.
PY - 2013/6
Y1 - 2013/6
N2 - All simulation-based learning experiences should include a planned debriefing session aimed toward promoting reflective thinking. Learning is dependent on the integration of experience and reflection. Reflection is the conscious consideration of the meaning and implication of an action, which includes the assimilation of knowledge, skills, and attitudes with pre-existing knowledge. Reflection can lead to new interpretations by the learner. Reflective thinking does not happen automatically, but it can be taught; it requires time, active involvement in a realistic experience, and guidance by an effective facilitator. The skills of the debriefer are important to ensure the best possible learning; learning without guidance could lead the learner to negatively transfer a mistake into their practice without realizing it had been poor practice, repeat mistakes, focus only on the negative, or develop fixations. Research provides evidence that the debriefing process is the most important component of a simulation-based learning experience.
AB - All simulation-based learning experiences should include a planned debriefing session aimed toward promoting reflective thinking. Learning is dependent on the integration of experience and reflection. Reflection is the conscious consideration of the meaning and implication of an action, which includes the assimilation of knowledge, skills, and attitudes with pre-existing knowledge. Reflection can lead to new interpretations by the learner. Reflective thinking does not happen automatically, but it can be taught; it requires time, active involvement in a realistic experience, and guidance by an effective facilitator. The skills of the debriefer are important to ensure the best possible learning; learning without guidance could lead the learner to negatively transfer a mistake into their practice without realizing it had been poor practice, repeat mistakes, focus only on the negative, or develop fixations. Research provides evidence that the debriefing process is the most important component of a simulation-based learning experience.
KW - Clinical judgment/reasoning
KW - Debrief
KW - Facilitation
KW - Reflection
KW - Reflective thinking
UR - http://www.scopus.com/inward/record.url?scp=84879176221&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84879176221&partnerID=8YFLogxK
U2 - 10.1016/j.ecns.2013.04.008
DO - 10.1016/j.ecns.2013.04.008
M3 - Article
AN - SCOPUS:84879176221
SN - 1876-1399
VL - 9
SP - S26-S29
JO - Clinical Simulation in Nursing
JF - Clinical Simulation in Nursing
IS - 6 SUPPL
ER -