Annu Rev Nurs Res. 2020 Dec 1;39(1):129-148. doi: 10.1891/0739-6686.39.129.
Ongoing shifts in the healthcare system require practitioners who possess metacognitive skills to evaluate their decisions and the thinking and rationale guiding those decisions. In an effort to design learning activities that support metacognition in nursing education, undergraduate and graduate faculty, are embracing simulation-based education (SBE) as an effective teaching and learning strategy. SBE includes prebriefing, the simulation scenario, and debriefing, all of which are supported by psychological safety. Prebriefing precedes the entire learning process and is integral to engagement in the simulation and to the effectiveness of the debriefing. Debriefing provides educators with the opportunity to explore and develop those metacognitive skills with learners. In this chapter on evidence-based debriefing, the authors will explore the evidence and theories surrounding best practices in SBE, specifically the prebriefing and debriefing components of the learning experience. The chapter explores the theoretical foundation of SBE and theory-based debriefing; educational best practices of prebriefing as an integral part of an effective debriefing; theory-based debriefing models; research evidence of debriefing outcomes; evaluation of the prebriefing and debriefing process; and finally, provides recommendations on the priorities for further research in debriefing. Within this chapter, the term educator is inclusive of undergraduate, graduate, and professional development nurse educators and reflects the educator role in SBE.
医疗保健系统的持续转变要求从业者具备元认知技能，以评估他们的决策以及指导这些决策的思维和推理。为了设计支持护理教育中元认知的学习活动，本科和研究生教师正在将基于模拟的教育（SBE）作为一种有效的教学和学习策略。SBE 包括预习、模拟场景和反思，所有这些都以心理安全为支撑。预习先于整个学习过程，是参与模拟和反思有效性的关键。反思为教育者提供了与学习者一起探索和发展那些元认知技能的机会。在关于循证反思的这一章中，作者将探讨围绕 SBE 的最佳实践的证据和理论，特别是学习体验的预习和反思部分。该章探讨了 SBE 和基于理论的反思的理论基础；作为有效反思的一部分，预习的教育最佳实践；基于理论的反思模型；反思结果的研究证据；对预习和反思过程的评估；最后，为反思领域的进一步研究提供了建议。在本章中，术语“教育者”包括本科、研究生和专业发展护士教育者，并反映了 SBE 中的教育者角色。
