Hunter Linda A
Nurse-Midwifery Section, Department of Obstetrics and Gynecology, Women & Infants Hospital, Warren Alpert Medical School of Brown University, Providence, Rhode Island.
J Perinat Neonatal Nurs. 2016 Jul-Sep;30(3):174-8. doi: 10.1097/JPN.0000000000000173.
Over the past several decades, simulation-based learning and postsimulation debriefing have become a mainstay of clinical education in healthcare. With origins in both the military and aviation industries, debriefing in particular has been used across multiple nursing and medicine disciplines to promote team training and reflective learning. Self-reflection and improvement in practice are at the core of effective debriefing. Feedback and simulation experts have continued to develop more effective debriefing strategies. Several models are described in the literature, and healthcare educators now have a variety of resources at their disposal. Many of these debriefing techniques offer thoughtful guidance for providing constructive, real-time clinical feedback to students. Incorporating reflective feedback strategies in clinical learning promotes meaningful learning. This, in turn, will only strengthen the capabilities of students and better prepare them for the complexities they will face in clinical practice.
在过去几十年中，基于模拟的学习和模拟后总结已成为医疗保健领域临床教育的支柱。特别是总结，它起源于军事和航空工业，已在多个护理和医学学科中用于促进团队培训和反思性学习。自我反思和实践改进是有效总结的核心。反馈和模拟专家不断开发更有效的总结策略。文献中描述了几种模型，医疗保健教育工作者现在有多种资源可供使用。这些总结技术中的许多都为向学生提供建设性的实时临床反馈提供了深思熟虑的指导。将反思性反馈策略纳入临床学习可促进有意义的学习。反过来，这只会增强学生的能力，并使他们更好地为临床实践中将要面临的复杂性做好准备。
