Written debriefing: Evaluating the impact of the addition of a written component when debriefing simulations
simulation, debriefing, written debriefing, journaling, blogging, reflection
Debriefing, the reflective period following a simulation, is said to be where the bulk of simulation learning takes place. Many expert opinions regarding debriefing exist, but evidence-based best practices have yet to be identified. Written debriefing is one of these practices; experts state learning can be extended through the addition of a written component to the debriefing process, but no evidence exists to support this. This study compares three debriefing types: discussion alone, and discussion followed by journaling or blogging. Undergraduate nursing students participating in a simulation were randomized as a simulation group to one of these three debriefing types. Following completion of debriefing activities, students completed a Debriefing Experience Scale, a tool designed to evaluate the student experience during debriefing. Data obtained from completed scales were analyzed with ANOVA followed by Fisher LSD post hoc testing. The results showed the students preferred their experience with discussion debriefing over discussion debriefing with a written component added.
Original Publication Citation
Reed, S. J. (2015). Written debriefing: Evaluating the impact of the addition of a written component when debriefing simulations. Nurse Education in Practice, 15(6) 543–548.
BYU ScholarsArchive Citation
Reed, Shelly Jensen, "Written debriefing: Evaluating the impact of the addition of a written component when debriefing simulations" (2015). Faculty Publications. 5323.
Nurse Education in Practice
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