School of Nursing, Midwifery and Social Sciences CQUniversity Australia, Building A/Level G, 90 Goodchap St, Noosaville, Australia.
School of Health, Medical and Applied Sciences CQUniversity Australia, Building 6/1.35, Rockhampton, QLD, 4701, Australia.
Nurse Educ Pract. 2021 Feb;51:103001. doi: 10.1016/j.nepr.2021.103001. Epub 2021 Feb 18.
Simulation debriefing standards and models recommend simulation facilitators spend time debriefing learner feelings and clinical reasoning following the simulation scenario. Many debriefing models are available, more so in nursing than in paramedicine, however few models combine specific frameworks to debrief learner feelings and unpack cognitive decisions. The Two Phase Debrief model was designed to support debriefers to spend equal amounts of time debriefing learner felt reactions and clinical decision making, guided by specific tools and skills for each phase. Australian nursing and paramedicine students (n = 19) and academics (n = 9) evaluated the Two Phase Debrief model using a qualitative descriptive design. Analysis of focus group data revealed three themes: Valuing time for debrief, Valuing skills for debrief and Valuing emotions. Across the two disciplines, academics agreed learners would benefit from debriefing using Two Phase Debrief model but considered time a barrier. Nursing and paramedicine students felt the equal time spent exploring emotions and clinical reasoning contributed to a positive learning experience and that expert debriefers may not need disciplinary specific content knowledge. These and other findings discussed indicate there is more work needed to understand the appetite for and required skills of expert cross disciplinary simulation debriefing teams.
模拟讲评标准和模型建议模拟指导员在模拟情景后花时间讲评学员的感受和临床推理。有许多讲评模型可用，在护理中比在急救医学中更多，但很少有模型将特定框架结合起来讲评学员的感受和剖析认知决策。双阶段讲评模型旨在支持讲评员花费相等的时间讲评学员的感受反应和临床决策，由每个阶段的特定工具和技能指导。澳大利亚护理和急救医学学生（n=19）和学者（n=9）使用定性描述性设计评估了双阶段讲评模型。对焦点小组数据的分析揭示了三个主题：重视讲评时间、重视讲评技能和重视情感。在这两个学科中，学者们一致认为，使用双阶段讲评模型对学习者进行讲评将是有益的，但他们认为时间是一个障碍。护理和急救医学学生认为，花相等的时间探讨情感和临床推理有助于积极的学习体验，并且专家讲评员可能不需要特定学科的内容知识。这些和其他讨论的发现表明，需要进一步研究理解跨学科模拟讲评团队的需求和所需技能。
