Faculty Descriptions of Simulation Debriefing in Traditional Baccalaureate Nursing Programs

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Abstract

AIM

A study was conducted to describe simulation debriefing practices of faculty in accredited, traditional, baccalaureate nursing programs in the United States.

BACKGROUND

Best debriefing practices include debriefing by a competent facilitator in a safe environment using a structured framework. Yet, structured frameworks and evaluation of debriefing are lacking in nursing education.

METHOD

This article reports the interview findings from the qualitative component of a large-scale mixed-methods study.

RESULTS

Twenty-three full-time faculty members with an average of 6 years of simulation debriefing experience participated in interviews. Three themes emerged with subthemes: a) having the student’s best interest at heart, b) getting over the emotional hurdle, and c) intentional debriefing evolves into learning. Gaps were found in faculty development, use of a structured framework, and evaluation.

CONCLUSION

Research is warranted on use of video, postdebriefing assignments, cofacilitation, and debriefing effectiveness.

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