A Multi-Level Approach to Pre-Briefing and Debriefing in a Pediatric Interdisciplinary Simulation

Margaret Gray, Darlene Rogers, Barbara Glynn and Teresa Castro Twomey*

A Multi-Level Approach to Pre-Briefing and Debriefing in a Pediatric Interdisciplinary Simulation.

A second culminating debriefing also occurred which offered the students the ability to pull their experiences together and reflect and compare their perceptions to those of an actual survivor of the same disease. This project revealed to faculty the importance of using multistaged pre-briefing and debriefing in a progressive multidisciplinary pediatric simulation.

A review of the literature revealed limited research related to interprofessional teamwork in
pediatric healthcare. In fact, a 2016 study performed by Felix et al1 claimed to be the first larger
study to examine interprofessional teamwork in the pediatric healthcare setting. However, studies on healthcare teams in general indicate teams make fewer mistakes than individuals do. Furthermore, teamwork between interdisciplinary/interprofessional healthcare providers is essential. However, the Institute of Medicine (IOM) stated4 that a major barrier to improving
healthcare safety and reducing costs is ineffective communication and collaboration among
healthcare professionals.

The International Nursing Association for Clinical Simulation and Learning (INACSL) developed the INACSL Standards of Best Practice: SimulationSM. 11 Use of the standards in simulation reflects the implementation of evidence-based practices in healthcare education and the commitment to quality and improvement of patient care.

The value of the student’s learning is in the student’s ability to engage in reflection that translates into actionable knowledge. Debriefing fosters the development of clinical reasoning and judgment skills through reflective learning processes. “Learning occurs in simulation through contextual task
training and repetition, but significant learning occurs when deep insight is made explicit through reflection during debriefing”.

Pediatr Neonatal Nurs Open J. 2016; 4(1): 1-7. doi: 10.17140/PNNOJ-4-122