Journal of Education and
Research in Nursing
Review

Debriefing Methods in Simulation-Based Education

1.

University of Health Sciences, Gülhane Training and Research Hospital, Ankara, Turkey

2.

University of Health Science, Gülhane School of Nursing, Ankara, Turkey

Journal of Education and Research in Nursing 2021; 18: 341-346
DOI: 10.5152/jern.2021.57431
Read: 162 Downloads: 73 Published: 30 September 2021

Simulation-based education provides the transfer of the theoretical and practical knowledge gained in the learning environment to the clinical environment. Learning in a clinical simulation takes place in debriefing. Accordingly, debriefing is the main component of clinical simulation. Debriefing is conducted under the management of a facilitator and is an activity performed after the simulation. Debriefing facilitates participants’ critical thinking through reflective thinking. The primary goal in performing a debriefing is to allow facilitators and participants to participate in and reflect on the simulated clinical experience. There are various models used to facilitate the information-sharing process in a debriefing. Several models have been proposed for discussions after simulation, which have been categorized as three-phase, multiphase, and other debriefing models and frameworks. In this review, the importance and methods of debriefing in simulation-based education are discussed

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EISSN 2757-9204