A Multi-Level Approach to Pre-Briefing and Debriefing in a Pediatric Interdisciplinary Simulation
DOI:
https://doi.org/10.17140/PNNOJ-4-122Keywords:
Simulation; Pre-briefing, Debriefing; Clinical reasoning, Interdisciplinary simulationAbstract
A unique, progressive multidisciplinary simulation was developed for a pediatric end-of life experience.
In order to prepare all participants, regardless of discipline, extensive pre-briefing and
reflective debriefing was developed. The project included seven evolving pediatric simulations,
each one with multiple disciplines participating, over a four-week period. Key components of
the pre-briefing stages included learning about the topic of end-of-life, understanding the different
inter-professional roles, teamwork, and feeling comfortable with the simulation environment.
Reflective debriefing was carried out in small groups immediately after the simulation
with objective feedback and affirmation of interdisciplinary teamwork, skills, and communication.
A second culminating debriefing also occurred which offered the students the ability to
pull their experiences together and reflect and compare their perceptions to those of an actual
survivor of the same disease. This project revealed to faculty the importance of using multistaged
pre-briefing and debriefing in a progressive multidisciplinary pediatric simulation.
References
Bode SFN, Giesler M, Heinzmann A, Kruger M, Straug C. Self-perceived attitudes toward interprofessional collaboration and interprofessional education among different healthcare pro-fessionals in pediatrics. GMS J Med Educ. 2016; 33(2): 1-15. doi: 10.3205/zma001016
Miller K, Riley W, Davis S, Hanasen H. In situ simulation: A method of experiential learning to promote safety and team behavior. J Perinat Neonatal Nurs. 2008; 22(2): 105-113. doi: 10.1097/01.JPN.0000319096.97790.f7
Titzer J, Swenty C, Hoehn WG. An interprofessional simula-tion promoting collaboration and problem solving among nurs-ing and allied health professional students. Clin Simul Nurs. 2012: 8: e325-e333. doi: 10.1016/j.ecns.2011.01.001
Institute of Medicine. Health professions education: A bridge to quality. 2003. Web site. http://www.nap.edu/openbook. php?record_id=10681&page=31. Accessed April 15, 2016
Deering S, Johnston L, Colacchio K. Multidisciplinary team-work and communication training. Semin Perinatol. 2011; 01(009): 89-96. doi: 10.1053/j.semperi.2011.01.009
Allan CK, Thiagarajan RR, Beke D, et al. Simulation-based training delivered directly to the pediatric cardiac intensive care unit engenders preparedness, comfort, and decreased anxiety among multidisciplinary resuscitation teams. J Tho-rac Cardiovasc Surg. 2010; 140(3): 646-652. doi: 10.1016/j. jtcvs.2010.04.027
Youngblood A, Zinkan J, Tofil N, White M. Multidisciplinary simulation in pediatric critical care: The death of a child. Crit Care Nurs Clin North Am. 2012; 32(3): 55-61. doi: 10.4037/ ccn2012499
Smith JR, Cole FS. Patient safety: Interdisciplinary team-work through simulation and debriefing in the neonatal ICU. Crit Care Nurs Clin North Am. 2009: 163-179. doi: 10.1016/j. ccell.2009.01.006
Montgomery K, Morse C, Smith-Glasgow ME, Postmontier B, Follen M. Promoting quality and safety in women’s health through the use of transdisciplinary clinical simulation educa-tional modules: Methodology and a pilot trial. Gender Medicine. 9(15): S48-S54. doi: 10.1016/j.genm.2011.11.001
Morrison A, Catanzaro AM. High-fidelity simulation and emergency preparedness. Public Health Nurs. 2010; 27(2): 164- 173. doi: 10.1111/j.1525-1446.2010.00838.x
INACSL, International Nursing Association for Clinical Simulation and Learning. Standards of best practice: Simula-tion. 2013. Web site. http://www.inacsl.org/i4a/pages/index. cfm?pageid=3407. Accessed April 15, 2016
Rhodes M, Curan C. Use of the human patient simulator to teach clinical judgment skills in a baccalaureate nursing pro-gram. Comput Inform Nurs. 2005; 23: 256-264. Web site. http:// citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.2099& rep=rep1&type=pdf. Accessed April 15, 2016
Haut C, Fey M, Akintade B, Klepper M. Using high-fidelity simulation to teach acute care pediatric nurse practitioner stu-dents. The Journal of Nurse Practitioners. 2014; 10(10): e87- e91. doi: 10.1016/j.nurpra.2014.09.012
Page-Cutrara K. Use of pre-briefing in nursing simulation: A literature review. J Nurs Educ. 2014; 53(3): 136-141. doi: 10.3928/01484834-20140211-07
Messmer P. Enhancing nurse-physician collaboration using pediatric simulation. J Contin Educ Nurs. 2008; 39(7): 319-327. doi: 10.3928/00220124-20080701-07
Meakim C, Boese T, Decker S, et al. Standards of Best Practice: Simulation Standard I: Terminology. Clin Simul Nurs. 2013; 9(6): S3-S11. doi: 10.1016/j.ecns.2013.04.001
Franklin AE, Boese T, Gloe D, et al. Standards of Best Prac-tice: Simulation Standard IV: Facilitation. Clin Simul Nurs. 2013; 9(6): S19-S21. doi: 10.1016/j.ecns.2013.04.011
Husebo S, Friberg F, Soreide E, Rystedt H. Instructional problems in briefings: How to prepare nursing students for simu-lation-based cardiopulmonary resuscitation training. Clin Simul Nurs. 2011; 8: e307-e318. doi: 101016/jecns201012002 2011(0)
Decker S, Fey M, Sideras S, et al. Standards of Best Practice: Simulation Standard VI: The Debriefing Process. Clin Simul Nurs. 2013; 9(6): S26-S29. doi: 10.1016/j.ecns.2013.04.008
Arefeh J, Hansen S, Nichols A. Debriefing in simulated-based learning: Facilitating a reflective discussion. J Peri-nat Neonatal Nurs. 2010; 24(4): 302-309. doi: 10.1097/ JPN.0b013e3181f6b5ec
Dreifuerst K. The essentials of debriefing in simulation learning: A concept analysis. Nurs Educ Perspect. 2009; 30(2): 109-114. Web site. http://journals.lww.com/neponline/Ab-stract/2009/03000/THE_ESSENTIALS_of_DEBRIEFING_in_ Simulation.13.aspx. Accessed April 15, 2016
Sanford P. Simulation in nursing education: A review of the research. The Qualitative Report. 2010; 15(4): 1006-1011. Web site. http://search.proquest.com/docview/757175213?pq-origsite=summon. Accessed April 15, 2016
Waxman K. The development of evidence based clinical simulation scenarios: Guidelines for nurse educators. J Nurs Educ. 2010; 49: 29-35. Web site. http://search.proquest.com/ docview/203968561?pq-origsite=summon. Accessed April 15, 2016
Cheng A, Eppich W, Grant V, Sherbino J, Zendejas B, Cook D. Debriefing for technology-enhanced simulation: A systematic review and meta-analysis. Medical Education. 2014; 48: 657- 666. doi: 10.1111/medu.12432
Williams B, Lewis D, Burgio K, Goode P. Wrapped in their arms: Next-of-Kin’s perceptions of how hospital nursing staff support family presence before, during, and after the death of a loved one. J Hosp Palliat Nurs. 2012; 14(8): 541-550. doi: 10.1097/NJH.0b013e31825d2af1
Cordeau MA. Linking the transition: A substantive theory of high stakes clinical simulation. ANS Adv Nurs Sci. 2012; 35(3). E90-E102. doi: 10.1097/ANS.0b013e318262614f
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
All content published in Pediatrics and Neonatal Nursing (PNN) is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows anyone to copy, distribute, transmit, and adapt the work — including for commercial purposes — provided appropriate credit is given to the original author(s) and source.
