Debriefing with Video Judy Johnson-Russell Ed.D., RN Clinical Educator Education and Training Services Medical Educatio

1. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � Debriefing with VideoJudy Johnson-Russell Ed.D., RNClinical EducatorEducation and Training ServicesMedical Education Technologies Inc.Professor EmeritaTexas Woman�s University-Dallas

2. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � Goals of Debriefing Enhances student learning through a guided review of the Simulated Clinical Experience Assists students to evaluate: Their own performance The teams performance Their understanding of the patient, his/her condition and responses to their interventions.

3. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � Goals of Debriefing Reinforces the SCE Students often have a limited picture of what happened while involved in simulation Assists in learning those things they missed while engaged in the SCE

4. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � Goals of Debriefing Enhances Critical Thinking and Problem Solving Advantageous to compare different perspectives and a joint analysis Safe place to discuss without constraints of time and pressure of being in the simulated clinical experience Develop information seekers/processors by having them utilize available resources Encourages Collaboration and Communication

5. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � Professional Learning Environment

6. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � Differences Between Post- Conference and Debriefing All students have shared the same patient and many of the same experiences Functioned as a team caring for the patient Individual roles contributed to the patient�s care Video available Logs available

7. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � Process of Debriefing I. Introduction II. Personal Reactions III. Discussion of Events IV. Summary

8. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � I. Introduction Communicate faculty expectations Prepare learners to actively analyze and evaluate self and simulation activities. Describe faculty role Facilitator versus evaluator or instructor Discuss confidentiality Signed statement Provide a safe environment for learners to express feelings and ask questions Mistakes are a part of the learning process

9. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � II. Personal Reactions Recognize and release emotions built up during simulation Facilitate a professional environment, but keep the tone relaxed

10. M e d i c a l E d u c a t i o n T e c h n o l o g i e s , I n c . � Personal Reactions Learners who have the opportunity to explore and deal with the feelings they experienced during simulation will be better prepared to deal with them in real clinical situations (Henneman, Cunningham, 2005) Begin with open-ended questions and use reflective responses to their statements Ensure that all learners have the opportunity to respond Learner�s responses can guide the discussion of events