Using Debriefing Methods in the Postclinical Conference

Abstract

This article is one in a series on the roles of adjunct clinical faculty and preceptors, who teach nursing students and new graduates to apply knowledge in clinical settings. Instructors often seek to link theory with practice during the postclinical conference, but little is known about the most effective methods of doing so. Debriefing, which is an approach primarily associated with simulation-based learning, encourages students to reflect on and improve performance. This article examines various debriefing methods and describes scenarios in which clinical instructors can utilize this approach to improve the effectiveness of the postclinical conference.

Clinical Judgment Development and Assessment in Clinical Nursing Education

“…Other reasons for scoring differences between groups include the mix of novice and experienced clinical faculty. Although prior teaching does not necessarily correlate with quality clinical debriefing practices, lack of experience among part-time clinical faculty members has been associated with inconsistencies in clinical teaching 24. Intervention faculty in this study volunteered to facilitate the ALSs and had taught for 5 or more years compared with control group faculty with fewer than 3 years of teaching experience.…”

“…5,19 Clinical postconference provides an ideal debriefing opportunity for student reflection and ALS facilitation following direct patient care. 19,24 The lack of best practice standards for clinical education can lead to inconsistent or ineffective postconference sessions. 6,20 Prior ALS research in simulation supports the pedagogy, with no evidence on clinical effectiveness beyond discussion of student and faculty perceptions.…”

“…Although prior teaching does not necessarily correlate with quality clinical debriefing practices, lack of experience among part-time clinical faculty members has been associated with inconsistencies in clinical teaching. 24 Intervention faculty in this study volunteered to facilitate the ALSs and had taught for 5 or more years compared with control group faculty with fewer than 3 years of teaching experience. Contrary to simulation learning, the clinical environment provides a dynamic situation that can lead to variability in assessment of student clinical performance.…”

“…Examples of ALSs include role-play,22 concept mapping,5 reflective journaling,5,10 unfolding case studies,11 group learning,22,23 thinking aloud,18,23 oral case presentations,23 and high-level questioning 5,19. Clinical postconference provides an ideal debriefing opportunity for student reflection and ALS facilitation following direct patient care 19,24. The lack of best practice standards for clinical education can lead to inconsistent or ineffective postconference sessions 6,20.…”