University of Technology Sydney, 15 Broadway, Ultimo, NSW 2007, Australia.
Contemp Nurse. 2022 Oct-Dec;58(5-6):460-472. doi: 10.1080/10376178.2022.2123839. Epub 2022 Sep 29.
End-of-day debriefs are reported to offer students opportunities to reflect and consolidate learning. However, there is little evidence about how clinical facilitators encourage student participation that leads to refection and learning, particularly in debrief sessions with linguistically diverse students.
This research investigated how the pedagogic practices of clinical facilitators enabled or constrained student participation during debrief.
This study used an ethnographic approach combined with linguistic analysis of audio recordings of debrief in two metropolitan hospitals in Australia.
The study found that several key factors contributed to student participation during debrief. Factors included: establishing a space that offered visual and aural privacy; using strategies that encouraged student talk; and adopting roles of expert teacher, facilitator, clinical expert, and therapeutic agent.
Conducting debrief in appropriate settings and adopting strategies and roles that encourage student talk can lead to opportunities for students to reflect on their day, and for facilitators to make judgements about students' knowledge.
Facilitators can enable student participation by using spaces that offer physical and aural privacy for debrief, focusing on knowledge within students' scope of practice, and using communication strategies that encourage talk.
据报道，每日总结会为学生提供反思和巩固学习的机会。然而，几乎没有证据表明临床导师如何鼓励学生参与，从而促进反思和学习，特别是在与语言多样化的学生进行总结会时。
本研究调查了临床导师的教学实践如何在总结会上促进或限制学生的参与。
本研究采用民族志方法，并结合对澳大利亚两家大都市医院总结会的音频记录进行语言分析。
研究发现，有几个关键因素促成了学生在总结会上的参与。这些因素包括：营造提供视觉和听觉隐私的空间；使用鼓励学生发言的策略；以及采用专家教师、促进者、临床专家和治疗代理人的角色。
在适当的环境中进行总结，并采用鼓励学生发言的策略和角色，可以为学生提供反思一天的机会，并使导师能够对学生的知识做出判断。
通过为总结会提供物理和听觉隐私的空间、关注学生实践范围内的知识，并使用鼓励交流的策略，促进者可以使学生参与总结会。
