Educators ' Perceptions Of Debriefing

1613 WordsNov 29, 20157 Pages
Educators’ Perceptions of Debriefing While developing and completing a simulation experience for students is an significant role for educators, knowing how to debrief students following a simulation has been deemed as equal if not more important because the majority of learning occurs during this time period (Mariani, et al., 2013). Educators have identified varying methods of debriefing, but most of them have central themes. Most methods include some form of “critique, correction, evaluation and open discussion” (Neill & Wotton, 2011). It is common knowledge among nurse educators that the success of debriefing depends on the facilitator and their mastery of debriefing skills. With proper training, educators learn the key requirements…show more content…
The educators that facilitate debriefing are the ones who are most skilled in determining what works and does not work within debriefing. Most educators will agree that when it is time to debrief following HFS, there is an insufficient amount of time to assess if the students will potentially transfer the information learned in the simulation to their respective clinical rotations (Mariani, Cantrell & Meakim, 2014). Due to the fact that debriefing is such an essential activity to engage students in active learning and developing decision-making skills, educators recognize the importance of becoming familiar with best-practice for debriefing and mastering this competency. Implications The utilization of HFS in nursing simulation is widely supported by several nursing governing bodies, leaders in nursing education and nursing education literature. Implications for nurse education relate to educators recognizing HFS as an effective student-centered learning and teaching strategy. By incorporating HFS into nursing curriculum, educators give students ample opportunities to develop and practice skills as well as using their prior knowledge in a safe environment without
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