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Development of simulation education debriefing protocol with faculty guide for enhancement clinical reasoning.

ABSTRACT: BACKGROUND:The clinical environments are more complex, diverse and rapidly changing. Patients' conditions were chronic and complexed, healthcare providers require clinical reasoning for patient safety care. One of the learning methods to foster clinical reasoning is simulation education. The aim of this study was to develop a simulation education debriefing protocol that can improve clinical reasoning. METHODS:This study was conducted following steps. For the first step, the literature review was performed to constitute a preliminary debriefing protocol. Secondly, content validity was evaluated by five simulation learning experts. Thirdly, in-depth interview was conducted to re-examine content validity with education experts. Finally, the final debriefing protocol was applied to 7 undergraduate nursing students to examine feasibility of the protocol. RESULTS:The protocol consisted of debriefing steps, learning outcome, clinical reasoning attributes, core questions and guideline for instructor. Results of applicability of debriefing protocol represented that participants mentioned their reasoning competency was improved and understood the overall flow of reasoning. CONCLUSIONS:The debriefing protocol is important to educate healthcare providers 'clinical reasoning. It would be able to contribute to develop healthcare providers' clinical competencies.

SUBMITTER: Bae J

PROVIDER: S-EPMC6560888 | biostudies-other | 2019 Jun

REPOSITORIES: biostudies-other

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Development of simulation education debriefing protocol with faculty guide for enhancement clinical reasoning.

Bae Juyeon J Lee JuHee J Jang Yeonsoo Y Lee Yoonju Y

BMC medical education 20190611 1

<h4>Background</h4>The clinical environments are more complex, diverse and rapidly changing. Patients' conditions were chronic and complexed, healthcare providers require clinical reasoning for patient safety care. One of the learning methods to foster clinical reasoning is simulation education. The aim of this study was to develop a simulation education debriefing protocol that can improve clinical reasoning.<h4>Methods</h4>This study was conducted following steps. For the first step, the liter ...[more]

PMID: 31185972

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Project description:BackgroundAlthough clinical teachers can often identify struggling learners readily and reliably, they can be reluctant to act upon their impressions, resulting in failure to fail. In the absence of a clear process for identifying and remediating struggling learners, clinical teachers can be put off by the prospect of navigating the politically and personally charged waters of remediation and potential failing of students.MethodsTo address this gap, we developed a problem-solving algorithm to support clinical teachers from the identification through the remediation of learners with clinical reasoning difficulties, which have significant implications for patient care. Based on this algorithm, a mobile application (Pdx) was developed and assessed in two emergency departments at a Canadian university, from 2015 to 2016, using interpretive description as our research design. Semi-structured interviews were conducted before and after a three-month trial with the application. Interviews were analysed both deductively, using pre-determined categories, and inductively, using emerging categories.ResultsTwelve clinical teachers were interviewed. Their experience with the application revealed their need to first validate their impressions of difficulties in learners and to find the right words to describe them before difficulties could be addressed. The application was unanimously considered helpful regarding both these aspects, while the mobile format appeared instrumental in allowing clinical teachers to quickly access targeted information during clinical supervision.ConclusionsThe value placed on verifying impressions and finding the right words to pinpoint difficulties should be further explored in endeavours that aim to address the failure to fail phenomenon. Moreover, just-in-time mobile solutions, which mirror habitual clinical practices, may be used profitably for knowledge transfer in medical education, as an alternative form of faculty development.

Dataset Information

Development of simulation education debriefing protocol with faculty guide for enhancement clinical reasoning.

Publications

Development of simulation education debriefing protocol with faculty guide for enhancement clinical reasoning.

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