Highlights
- •Self-debrief can be combined with an in-person group debrief.
- •Self-debrief plus group debrief can optimize learning.
- •Evidence-informed debriefing options are available for educators to consider.
Abstract
Background
Self-debrief alone and in combination with group debrief methods has not been well
explored. Self-debrief requires self-assessment and reflection by the learner where
one's strengths and areas for growth are identified. These skills are critical to
the development of reflexive practitioners.
Method
A mixed methods study was conducted to examine debriefing methods. Participants completed
a prenatal virtual gaming simulation and then were randomly assigned by lab section
to one of three debriefing methods: self-debrief, self-debrief and small-group debrief,
self-debrief and large-group debrief. Data were collected regarding two outcomes:
prenatal knowledge and the debriefing experience.
Results
All groups made significant knowledge gains. The self-debrief–only participants had
the lowest debriefing experience scores. The small- and large-group debriefing after
self-debriefing offered many benefits.
Conclusion
Self-debrief after a virtual simulation encourages reflection and self-awareness.
Combining self-debrief with a small- or large-group debrief can optimize the learning
experience.
Keywords
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Article info
Publication history
Published online: October 08, 2019
Identification
Copyright
© 2019 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. All rights reserved.
