Debriefing Simulation As A Reflective Tool - 1034 Words

Debriefing in the simulation as a reflective tool Simulation is one kind of reflective tool that widely use in nursing education. National League for Nursing (NLN) described that simulation was a teaching technique that encouraged students to use and apply their theoretical knowledge in clinical scenarios (2015). NLN (2015) also mentioned that â€Å"simulation engages learners with diverse perspectives to reflect and reframe the understanding of practice, bringing thinking and doing together† (p. 4). Jones (2009) showed the similar view that reflective simulation was a critical learning process via practiced-based scenario activity that enhanced students to learn and to practice skills before they faced real situations. However, not all processes of simulation use reflection, it is just debriefing process. According to Pivec (2012), â€Å"Reflection is often a part of debriefing† (p. 9), debriefing in the simulation was a method that students reflected their experiences and knowledge after simulation (Pivec, 2012). Likewise, Shinnick et al. (2011) explained that debriefing, a guided reflection after simulation produced by educators, was a crucial process of simulation that was the time for students to reflect and explore their learning. The appropriate time for debriefing was immediately after finishing their action in case scenario (Pivec, 2012; Shinnick et al, 2011). The length of debriefing time should be two or three times of simulation’s times that scheduled by educatorsShow MoreRelatedSimulation Of Nursing Education : A Literature Review1712 Words   |  7 PagesSimulation in Nursing Education: A Literature Review Teachers are champions of learning. They work endlessly to push students to succeed and grow. They teach them to be better readers, writers, mathematicians, scientist, historians and artists. Teachers are constantly evaluating what they can do to help their students learn and to achieve personal goals, life goals, and become productive members of society. However, not all learners have the same learning style and not all teachers have the sameRead MoreCase Study Of PEPTALC Needs1085 Words   |  5 Pages Sends email requesting instructors- 2 per session (1 simulation, 1 Newborn Sim Instructor) ii. Space in Sim Center (Theater and debriefing room) e. Simulation Center AC to confirm date/time with PepTalc instructors, NICU/PCU TC, and caregivers by an outlook meeting course request in Simulation Center calendar i. Outlook invitation will include: PEPTALC Instructors assigned for that session, Simulation Technology Specialist (TS), Simulation Center Room, and NICU/PCU TC f. NICU/PCU TC will confirmRead MoreSimulation And Virtual Applications For Learning1271 Words   |  6 PagesAccording to McGonigle Mastrian, (2012), educational games, simulation and virtual technologies each have features that can assist an individual in learning and assist educators to choose appropriate tools for learners. The features include, goal orientation, competition, exploratory learning and social interaction. Learning is a skill acquired and uses thought processes that individuals need to respond, such as in gaming. Interactive experiences motivate and engage individuals in the learningRead MoreThe International Nursing Association For Clinical Simulation Based Learning1344 Words   |  6 PagesStrategies Given the rapidly changing patient population and the increased complexity in health care, it is important to recognize the value of IPE and simulation, and aim to integrate the two strategies as we train future health professionals. 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The evaluation tools and survey were purposely developed to eliminate certain factors that could affect internal validity. Selection bias is eliminated by ensuring that participant characteristics incorporated all families/caregivers who care for children with tracheostomies can participate voluntarily in this curriculum. Therefore, the volunteer aspect can minimize bias results and reflect unbiased data of the educational intervention for this curriculumRead MoreThe Importance Of A Thoughtful Pre Briefing, Introduction, And Orientation Occurring Before A Simulation1793 Words   |  8 Pagespre-briefing, introduction, and orientation occurring before a simulation has been mentioned in literature for long time (Dismukes RK, McDonnell LK, Jobe KK. 2000; Howard S, et al. 1992). A good pre brief is also very important to increase the fidelity and to ensure learner’s feeling of security and well being (Bion WR. 1962 2005; Modell AH. 1976. Winnicott DW. 1955). Participants should not feel exposed by the simulation and debriefing in a way that threatens their professional and social identityRead More Nursing Practicum Proposal Essay2699 Words   |  11 Pagesserve as a guide for faculty to follow in order to provide high quality education for nursing students (NLN, 2007). This paper is aimed at proposing a student teaching practicum at North Central Michigan College (NCMC) in the nursing high fidelity simulation/skills lab for the winter 2014 semester. Scholarly Practicum Proposal The NLN has developed eight core competencies for nurse educators. The NLN proficiencies serve as a guide for faculty to follow in order to provide high qualityRead MoreThe Effects Of Simulation On The Nursing Education System1714 Words   |  7 PagesSimulation is has been adopted in the nursing education system, as a technique to curb common and dangerous occurrences that ensues in the health care system. After graduation and upon gaining employment in a hospital, nurses ought to be familiar with the fast paced and intense hospital setting, while executing various nursing practices, which includes clinical competence, timely decision making, critical thinking, efficient and professional human interaction. They are various form of simulationRead MorePolicies And Procedures For Student And Faculty Performance1611 Words   |  7 Pagescourse and annually (including teaching assignments/approaches, advising). Students will be evaluated with formative and summative evaluat ions including coursework (exam grades), clinical (performance, concept map, and reflective clinical evaluation tool or CET), and simulation. Curriculum will be evaluated at end of course (including clinical requirement/location, clinical site surveys, course sequencing, remediation, admission requirements). Program will be evaluated by retention, progression