View in EDS HTML Full Text PDF Full Text

Collaborative facilitation of debrief after high-fidelity simulation and its implications for reflective thinking: student experiences.

Saved in:
Bibliographic Details
Title: Collaborative facilitation of debrief after high-fidelity simulation and its implications for reflective thinking: student experiences.
Authors: Tutticci, Naomi, Ryan, Mary, Coyer, Fiona, Lewis, Peter A.
Source: Studies in Higher Education. Sep2018, Vol. 43 Issue 9, p1654-1667. 14p. 2 Charts.
Subjects: Simulation methods in higher education, Critical thinking, Nursing education, Scaffolded instruction, Educational intervention
Abstract: Debriefing after high-fidelity simulation (HFS) is a critical element of the reflective process of simulation. Facilitator approaches, styles, and competence can influence the level of reflective thinking by final year undergraduate nurses. It is imperative that debrief facilitators focus on creating an enabling environment to cultivate reflective thinking. Students likewise are challenged to think reflectively within all aspects of their practice. Data collected using ethnographic methods were used to explore the influence of differing types of debrief facilitation approaches on levels of reflective thinking and how this translated to student experiences of HFS and their capacity to provide feedback using a reflective framework. Academic facilitators of HFS debriefs were most likely to engender reflective thinking; however, having an academic involved in the debrief process did not impact on critical reflection. Emotional processing of the simulation was not regularly evidenced, with minimal scaffolding and prompting provided by facilitators. Final year nursing students struggle to critically reflect on their simulation experiences. Interventions are required through direct action and further research to educate these students to critically reflect in both academic and professional practice. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 131258529
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Collaborative facilitation of debrief after high-fidelity simulation and its implications for reflective thinking: student experiences.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tutticci%2C+Naomi%22">Tutticci, Naomi</searchLink><br /><searchLink fieldCode="AR" term="%22Ryan%2C+Mary%22">Ryan, Mary</searchLink><br /><searchLink fieldCode="AR" term="%22Coyer%2C+Fiona%22">Coyer, Fiona</searchLink><br /><searchLink fieldCode="AR" term="%22Lewis%2C+Peter+A%2E%22">Lewis, Peter A.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Sep2018, Vol. 43 Issue 9, p1654-1667. 14p. 2 Charts.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Simulation+methods+in+higher+education%22">Simulation methods in higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+education%22">Nursing education</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolded+instruction%22">Scaffolded instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Debriefing after high-fidelity simulation (HFS) is a critical element of the reflective process of simulation. Facilitator approaches, styles, and competence can influence the level of reflective thinking by final year undergraduate nurses. It is imperative that debrief facilitators focus on creating an enabling environment to cultivate reflective thinking. Students likewise are challenged to think reflectively within all aspects of their practice. Data collected using ethnographic methods were used to explore the influence of differing types of debrief facilitation approaches on levels of reflective thinking and how this translated to student experiences of HFS and their capacity to provide feedback using a reflective framework. Academic facilitators of HFS debriefs were most likely to engender reflective thinking; however, having an academic involved in the debrief process did not impact on critical reflection. Emotional processing of the simulation was not regularly evidenced, with minimal scaffolding and prompting provided by facilitators. Final year nursing students struggle to critically reflect on their simulation experiences. Interventions are required through direct action and further research to educate these students to critically reflect in both academic and professional practice. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=131258529
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03075079.2017.1281238
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 1654
    Subjects:
      – SubjectFull: Simulation methods in higher education
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: Nursing education
        Type: general
      – SubjectFull: Scaffolded instruction
        Type: general
      – SubjectFull: Educational intervention
        Type: general
    Titles:
      – TitleFull: Collaborative facilitation of debrief after high-fidelity simulation and its implications for reflective thinking: student experiences.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tutticci, Naomi
      – PersonEntity:
          Name:
            NameFull: Ryan, Mary
      – PersonEntity:
          Name:
            NameFull: Coyer, Fiona
      – PersonEntity:
          Name:
            NameFull: Lewis, Peter A.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Text: Sep2018
              Type: published
              Y: 2018
          Identifiers:
            – Type: issn-print
              Value: 03075079
          Numbering:
            – Type: volume
              Value: 43
            – Type: issue
              Value: 9
          Titles:
            – TitleFull: Studies in Higher Education
              Type: main
ResultId 1