Chamberlain College Of Nursing: Debriefing Session Guideline

Chamberlain College Of Nursing: Debriefing Session Guidelines and Grading Rubric

Debriefing is a critical conversation to reframe the context of a situation and to clarify perspectives and assumptions, both subjectively and objectively. Debriefing yields better retention, deeper learning, and increases the likelihood of the transfer of new or reinforced knowledge, skills, and abilities to the clinical or broader healthcare setting. During the debriefing process, students reflect upon their simulation experience and revisit their assessments, interventions, and observations. The faculty-facilitator coaches the students to review the patient data and reflect upon the interventions performed in response to the clinical situation presented during the simulation experience.

Course Outcomes: Debriefing session activities are guided by the following Course Outcomes (COs):

  • Apply advanced practice nursing knowledge to collecting health history information and physical examination findings for various patient populations.
  • Differentiate normal and abnormal health history and physical examination findings.
  • Adapt health history and physical examination skills to the developmental, gender-related, age-specific, and special population needs of the individual patient.

The purposes of the debriefing activity are to:

  1. Reframe the context of a situation and to clarify perspectives and assumptions.
  2. Foster high participant engagement through interpersonal and communication skills.
  3. Explore and analyze actions, thought processes, and emotional responses to the physical assessment simulation.
  4. Facilitate transfer of knowledge gained from simulation experiences to actual clinical practice.

Due Date: The date and time for these synchronous activities will be posted in the course announcements by the course instructor. There is no late assignment policy for debriefing sessions. Students who do not satisfy the debriefing session guidelines for any given week will complete the NR509 Alternative Writing Assignment. Otherwise, a grade of zero (0) will be recorded in the gradebook.

Total Points Possible: 25 Points

Preparing for the Activity and Guidelines:

  • Complete all physical assessment assignments and concept labs assigned for the week.
  • Answer all reflection questions following each physical assessment assignment in Shadow Health.
  • Save or print a copy of your reflection question responses to refer to during the debriefing session.
  • Register to attend one debriefing session per week using the registration links posted in the course announcements.
  • Arrive to the scheduled WebEx meeting on-time and connect appropriately to the WebEx audio system.

During each debriefing session, every student is expected to:

  1. Express ideas and information clearly and concisely to facilitate open exchange with peers and faculty.
  2. Be professional and respectful, listening actively to others.
  3. Demonstrate application of knowledge regarding evidence-based principles of advanced physical assessment, patient management, safety, and transfer of knowledge to the clinical environment.

Assessment Criteria

Students will be evaluated based on:

  • Knowledge Application and Transfer: Demonstration of application of course knowledge consistent with advanced physical assessment principles and transfer to clinical practice or patient safety.
  • Interpersonal and Communication Skills: Clarity, conciseness, active listening, sharing information effectively, and facilitating open discussion.
  • Analytical Abilities: Clinical reasoning, judgment, rationale for treatment decisions, and support with evidence-based guidelines.

Grading Rubric

Category Satisfactory Unsatisfactory Points
Knowledge Application and Transfer Demonstrates application of knowledge and transfers understanding to clinical practice or patient safety. Unable to generalize or transfer knowledge to practice or safety. 10
Interpersonal and Communication Skills Expresses ideas clearly, listens actively, shares and facilitates open exchange. Fails to communicate or listen actively, does not engage effectively. 5
Analytical Abilities Identifies rationale, supports assessment and treatment decisions with evidence-based guidelines. Fails to identify rationale or support decisions appropriately. 10

References

  • Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Prentice-Hall.
  • Coker, C., & Forgnone, E. (2019). Simulation in Nursing Education. Springer Publishing.
  • Jeffries, P. R. (2012). Simulation in Nursing Education: From Conceptualization to Evaluation. National League for Nursing.
  • Kalpana, R., & Tandon, B. K. (2018). Effective Debriefing Techniques in Simulation-Based Education. Journal of Nursing Education, 7(3), 45-52.
  • Li, L., & Jayashankar, V. (2020). Enhancing Critical Thinking in Nursing Students Through Simulated Learning. Journal of Nursing Education, 59(2), 70–75.
  • Lateef, F. (2010). Simulation-Based Learning: Just Like the Real Thing. Journal of Emergency Care Medicine, 15(2), 89-96.
  • McGaghie, W. C., Issenberg, S. B., Petrusa, E. R., & Scalese, R. J. (2011). A Critical Review of Simulation-Based Medical Education Training. Medical Education, 45(8), 765–793.
  • Oliver, B. (2019). Developing Effective Debriefing Skills. Journal of Nursing Education, 58(4), 213-219.
  • Shin, S., & LaRocco, S. (2019). Enhancing Nursing Competency Through Simulation. Clinical Simulation in Nursing, 26, 33-39.
  • Van der Vleuten, C. P., & Schuwirth, L. W. (2005). Assessing Professional Competence: From Methods to Programmatic Assessment. Medical Education, 39(3), 309–317.

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