Prelicensure Nursing Faculty Experiences with Debriefing Adjuncts in Simulation

Abstract

The purpose of this study was to explore the experiences of faculty of prelicensure nursing students with debriefing and debriefing adjuncts in simulation. Debriefing adjuncts in simulation are active learning elements used during the debriefing process to optimize learning and maximize the impact of the debriefing experience (Sawyer et al., 2016). The nursing faculty shortage, limited clinical sites, and growing roles for nurses are compelling nurse educators to use simulated experiences to prepare prelicensure nursing students for safe nursing practice. Simulation with appropriate debriefing provides a bridge from didactic to safe clinical experiences that can facilitate transitions for nurses. Debriefing is an important component of simulation, promoting understanding and transfer of learning from the simulation experience to real-life practice. Debriefing adjuncts, considered an active learning component of debriefing, in this study included written self-reflection, self-assessment, student as co-debriefer, the peer observer, virtual debriefing and audio-visual debriefing. While these concepts were discussed in the literature there were limited research about their use as active learning tools in simulation debriefing. The research questions for this study included: What are the experiences of faculty of prelicensure students with debriefing and debriefing adjuncts in simulation? What are faculty experiences of challenges and strategies of debriefing and debriefing adjuncts in simulation? What are faculty experiences in determining efficient resources and effective faculty approaches relevant to debriefing and debriefing adjuncts? A qualitative thematic design with naturalistic inquiry was used to study the experiences of prelicensure faculty who use debriefing adjuncts in simulation. The study used purposeful sampling strategies to identify educators from prelicensure nursing programs. Forty-six educators, representing a statewide sample, were surveyed. Four completed a follow up interview that supported the analysis. Surveys and interview questions were generated from the literature related to debriefing and debriefing adjuncts in simulation. Thematic analysis, organized by Systems framework components of process, structure, and output benefits, was used to identify key themes related to educator experiences with debriefing and debriefing adjuncts in simulation. Process themes focused on student considerations (student engagement; student interactions; and diverse students). Structure themes centered on faculty considerations (knowledge and experience; faculty time and faculty numbers; and space and equipment). Output/perceived benefits themes included reflection, fruitful discussion and further learning, and reinforced content for application. Implications for nursing faculty and students, including further education and research about debriefing and debriefing adjuncts, exist. Debriefing adjuncts, as active learning strategies, can be further evaluated as faculty incorporate these methods into their simulation debriefing. Best practices for engaging students in simulation and debriefing is ultimately important for preparing nurses to provide safe patient care in a team-based profession.