Exploration of Two Different Structures for Debriefing in Simulation: The Influence of the Structure on the Facilitator Role

Abstract

Background. In the use of simulation as a learning approach, a structured debriefing is important for students to achieve learning. The facilitator's feedback style and abilities in facilitating are crucial, and have a great impact on the learning environment. The facilitators should facilitate for student active learning, and provide helpful feedback to empower students as self-regulated learners. The aim of the study was to explore the Steinwachs structure and the Critical Response Process structure when used in debriefing in medical simulation, and how each of them affected the facilitator's role. Method.A multi-method, comparative quasi-experimental design was used.Results. Structuring debriefing in accordance with the Critical Response Process facilitated a facilitator role that coincided with factors highlighted in theory on how to facilitate student active learning and the development self-regulating learners. Structuring debriefing in accordance with the Steinwachs structure revealed that debriefing seemed to be based more on the facilitator's frames and dominance than the students' frames and involvement.Conclusion. The results of this study showed that Critical Response Process (CRP) can be an appropriate structure to use in debriefing in medical simulation.

A qualitative study of perioperative nursing students' experiences of interprofessional simulation‐based learning

“…Participants in our study highlighted the essential role of structured debriefing to support student learning through ISBL, and this aligns with other studies (Hall & Tori, 2017; Tosterud et al, 2020). Tosterud et al (2020) explored two different forms of structure that can be used for debriefing. The first of these is the Steinwachs structure, which includes the description phase requested by the students in our study.…”

“…The second is the Critical Response Process, in which the facilitator begins the debriefing by inviting respondents to highlight what particular aspects of the implementation impressed them or seemed like good practice. The Steinwachs structure seems to emphasise the facilitator's frames rather than student involvement (Tosterud et al, 2020). This does not align well with the present findings, as participants reported that the description phase is important to develop a shared understanding of what happened for further exploration of events in the simulation session.…”

The Role of Debriefing in a Community Health Study Abroad

“…Adapting a formal structure to debriefing has been found to improve student learning outcomes and assist in the acquisition and development of student competencies (da Silva et al, 2020). Although multiple models of debriefing exist, many nurse educators perceive a structured approach to debriefing as essential to simulation effectiveness (Mariani et al, 2014;Tosterud et al, 2020), and we have found this to be true also in the context of study abroad. Our structured approach provides a focused discussion and not one that moves randomly from one thought or topic to another.…”

The Use of Critical Response Process as a Debriefing Structure in Simulation Activity in Nursing Education

“…Inspired by this, we decided to conduct a study using a quasi-experimental multi-method, comparative design. A full presentation of the study has been published [19]. Two structures for debriefing were included.…”