Horsfall J
Aust J Adv Nurs. 1990 Sep-Nov;8(1):3-7.
This paper discusses use of debriefing processes as a teaching strategy. Such an everyday session in the clinical setting is distinguished from conventional debriefing in critical incident or post-trauma emergency situations. The group processes described can also be used to defuse fears before students experience clinical placement. Debriefing sessions are most valuable following the clinical placement day when students' heads may be whirling from over-stimulation of various kinds. The sessions facilitate use of therapeutic communication skills. They work with student emotions and affirm feelings as an integral aspect of teaching-learning. They also provide a forum in which students may practise assertive interventions in role play relevant to specific unsatisfactory interactions experienced on the ward. Positive feedback from the clinical teacher and peers helps build up student confidence.
本文讨论了将汇报过程用作一种教学策略。临床环境中的这种日常环节有别于在重大事件或创伤后紧急情况下的传统汇报。所描述的小组过程也可用于在学生进行临床实习前消除恐惧。在临床实习日之后进行汇报环节最为有效，因为此时学生可能因各种过度刺激而思绪混乱。这些环节有助于促进治疗性沟通技巧的运用。它们关注学生的情绪，并肯定情感是教学过程中不可或缺的一部分。它们还提供了一个平台，让学生可以在与病房中经历的特定不满意互动相关的角色扮演中练习自信干预。临床教师和同伴的积极反馈有助于增强学生的信心。
