2.50
Hdl Handle:
http://hdl.handle.net/10755/618314
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Debriefing for Formative Assessment: Essential Skills
Author(s):
Fey, Mary; Daniels, Amy L.; Morse, Kate; Ng, Grace; Onello, Rachel; Palaganas, Janice
Author Details:
Mary K. Fey, PhD, RN, CHSE; Amy L. Daniels, MS, RN, CHSE; Kate Morse, PhD, RN; Grace Ng, MS, CNM, RNC-OB, C-EFM; Rachel Onello, PhD, RN, CHSE, CNE, CNL; Janice Palaganas, PhD, RN
Abstract:
Debriefing in simulation based healthcare education is critical to learning in the overall simulation experience. This preconference workshop familiarizes participants with the theory and practice of conducting formative assessments in debriefings. There are several critical steps in this process. These steps include identifying a performance gap, providing feedback, investigating the basis for the gap, and closing the gap. Learning in simulation is dependent on the integration of experience and reflection. It is the primary responsibility of the debriefing facilitator to employ strategies that guide the participants through the reflective learning process. Debriefing discussions must also balance the educator’s learning objectives with the participants’ learning needs. Often the two can be easily integrated; however, debriefing discussion should be primarily driven by the participants’ objectives with the intent of closing the gap between desired and actual performance. This workshop will focus on developing advocacy/inquiry questioning techniques under the guidance of a team of debriefing experts. Given the importance and complexity of debriefing, it is essential that educators develop debriefing skills that are based on identified best practices. Drawing on evidence from the aviation industry, organizational behavior, healthcare simulation, and INACSL Standards of Best Practice, this workshop will provide participants with deliberate practice and coaching with the primary goal of introducing participants to a method of stimulating reflective discussion during debriefing. Using an interactive format, debriefing experts will work with small groups of learners to coach and give feedback as they develop and refine their debriefing skills.
Keywords:
Clinical Simulation; Debriefing; advocacy-inquiry
Repository Posting Date:
11-Aug-2016
Date of Publication:
11-Aug-2016
Conference Date:
2016
Conference Name:
International Nursing Association for Clinical Simulation and Learning Annual Conference 2016
Conference Host:
International Nursing Association for Clinical Simulation and Learning
Conference Location:
Grapevine, TX, USA
Description:
Annual Simulation Conference. Held at the Gaylord Texan Resort & Convention Center

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleDebriefing for Formative Assessment: Essential Skillsen
dc.contributor.authorFey, Maryen
dc.contributor.authorDaniels, Amy L.en
dc.contributor.authorMorse, Kateen
dc.contributor.authorNg, Graceen
dc.contributor.authorOnello, Rachelen
dc.contributor.authorPalaganas, Janiceen
dc.author.detailsMary K. Fey, PhD, RN, CHSE; Amy L. Daniels, MS, RN, CHSE; Kate Morse, PhD, RN; Grace Ng, MS, CNM, RNC-OB, C-EFM; Rachel Onello, PhD, RN, CHSE, CNE, CNL; Janice Palaganas, PhD, RNen
dc.identifier.urihttp://hdl.handle.net/10755/618314-
dc.description.abstractDebriefing in simulation based healthcare education is critical to learning in the overall simulation experience. This preconference workshop familiarizes participants with the theory and practice of conducting formative assessments in debriefings. There are several critical steps in this process. These steps include identifying a performance gap, providing feedback, investigating the basis for the gap, and closing the gap. Learning in simulation is dependent on the integration of experience and reflection. It is the primary responsibility of the debriefing facilitator to employ strategies that guide the participants through the reflective learning process. Debriefing discussions must also balance the educator’s learning objectives with the participants’ learning needs. Often the two can be easily integrated; however, debriefing discussion should be primarily driven by the participants’ objectives with the intent of closing the gap between desired and actual performance. This workshop will focus on developing advocacy/inquiry questioning techniques under the guidance of a team of debriefing experts. Given the importance and complexity of debriefing, it is essential that educators develop debriefing skills that are based on identified best practices. Drawing on evidence from the aviation industry, organizational behavior, healthcare simulation, and INACSL Standards of Best Practice, this workshop will provide participants with deliberate practice and coaching with the primary goal of introducing participants to a method of stimulating reflective discussion during debriefing. Using an interactive format, debriefing experts will work with small groups of learners to coach and give feedback as they develop and refine their debriefing skills.en
dc.subjectClinical Simulationen
dc.subjectDebriefingen
dc.subjectadvocacy-inquiryen
dc.date.available2016-08-11T16:05:37Z-
dc.date.issued2016-08-11-
dc.date.accessioned2016-08-11T16:05:37Z-
dc.conference.date2016en
dc.conference.nameInternational Nursing Association for Clinical Simulation and Learning Annual Conference 2016en
dc.conference.hostInternational Nursing Association for Clinical Simulation and Learningen
dc.conference.locationGrapevine, TX, USAen
dc.descriptionAnnual Simulation Conference. Held at the Gaylord Texan Resort & Convention Centeren
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