Enhanced Learning Through a New Simulation Debriefing Method for Respiratory Care Students

Abstract

Background:

Simulation based education (SBE) has become an essential part of healthcare curriculum. The literature supports the premise that student learning in simulation occurs during the debriefing session. The purpose of this project was to use and evaluate a new debriefing method for Respiratory Student SBE. This systematic method was designed by Gina Fieler MSN CHSE, Director of Simulation at Northern Kentucky University (NKU) using elements from nursing debriefing techniques. NKU Institutional Review Board gave approval for this project.

Methods:

Junior Respiratory Students attended SBE as part of their clinical practicum. The instructor gave a short pre-briefing report and invited all students to enter the simulation lab to observe the patient situation. Students individually noted their findings and returned to debriefing classroom. They described what they saw and the instructor marked their findings on the room's large white board using the new structured format for pre and debriefing. For each finding, the students were prompted to consider what it meant and what further information was needed. The instructor gave student caregivers detailed report and they attended to the patient; the student observers watched from the classroom via video. The instructor ended the simulation when objectives were met. Caregivers joined the class for the debriefing and were asked to describe their experience. The instructor asked all students to consider interventions recommended, did these achieve the desired outcome, and if not, why not, what else is recommended. After debriefing, students completed the Simulation Effectiveness Tool-Modified (SET-M), (permission by Society for Simulation in Healthcare) a 3 level Likert Scale with one open comment. This was done for two patient scenarios: dislodged trach (n=16), foreign body airway obstruction (n=11).

Results:

Descriptive statistical analysis showed students 'strongly agreed' or 'somewhat agreed' on the majority of items of the SET-M for both scenarios. Open comments described increased confidence, decreased anxiety, and prebriefing was helpful.

Conclusions:

Using a structured pre and debriefing method that encourages students to observe and question in an organized, logical format increased student learning in SBE.

Observation and Debriefing Critical Thinking Table

What did you observe?	What does it mean?	What other information do you need?	Interventions: what did you do and why?	Did it achieve desired outcome?	If not, why not and what else do you recommend?	What is the patient's story?