%PDF-1.7%âãÏÓ1 0 obj<>/Metadata 2 0 R/Outlines 5 0 R/Pages 3 0 R/StructTreeRoot 6 0 R/Type/Catalog/ViewerPreferences<>>>endobj2 0 obj<>stream application/pdf Lori Persico A Comparison of Two Debriefing Methods on Clinical Reasoning Outcomes, Learner Satisfaction with Debriefing and Reflection, Clinical Learning and Clinical Reasoning, and Psychological Safety of Nurse Orientees in Simulation-Based Education Prince 15.2 (www.princexml.com) AppendPDF Pro 6.3 Linux 64 bit Aug 30 2019 Library 15.0.4 Appligent AppendPDF Pro 6.3 2024-03-05T11:21:07-08:00 2024-03-05T11:21:07-08:00 2024-03-05T11:21:07-08:00 1 uuid:59c00e5b-b950-11b2-0a00-c03475020000 uuid:59c00e5c-b950-11b2-0a00-f0c6e882fe7f endstreamendobj5 0 obj<>endobj3 0 obj<>endobj6 0 obj<>endobj922 0 obj<>endobj923 0 obj<>endobj924 0 obj<>endobj925 0 obj<>endobj926 0 obj<>endobj927 0 obj<>endobj928 0 obj<>endobj929 0 obj<>endobj930 0 obj<>endobj1006 0 obj<>]/P 1007 0 R/Pg 1807 0 R/S/Reference>>endobj1008 0 obj<>]/P 1009 0 R/Pg 1807 0 R/S/Reference>>endobj1010 0 obj<>]/P 1011 0 R/Pg 1807 0 R/S/Reference>>endobj1012 0 obj<>]/P 1013 0 R/Pg 1807 0 R/S/Reference>>endobj1014 0 obj<>]/P 1015 0 R/Pg 1807 0 R/S/Reference>>endobj1016 0 obj<>]/P 1017 0 R/Pg 1807 0 R/S/Reference>>endobj1018 0 obj<>]/P 1019 0 R/Pg 1807 0 R/S/Reference>>endobj1020 0 obj<>]/P 1021 0 R/Pg 1807 0 R/S/Reference>>endobj1022 0 obj<>]/P 1023 0 R/Pg 1807 0 R/S/Reference>>endobj1024 0 obj<>]/P 1025 0 R/Pg 1807 0 R/S/Reference>>endobj1026 0 obj<>]/P 1027 0 R/Pg 1807 0 R/S/Reference>>endobj1028 0 obj<>]/P 1029 0 R/Pg 1807 0 R/S/Reference>>endobj1030 0 obj<>]/P 1031 0 R/Pg 1807 0 R/S/Reference>>endobj1032 0 obj<>]/P 1033 0 R/Pg 1807 0 R/S/Reference>>endobj1034 0 obj<>]/P 1035 0 R/Pg 1807 0 R/S/Reference>>endobj1036 0 obj<>]/P 1037 0 R/Pg 1807 0 R/S/Reference>>endobj1038 0 obj<>]/P 1039 0 R/Pg 1807 0 R/S/Reference>>endobj1040 0 obj<>]/P 1041 0 R/Pg 1807 0 R/S/Reference>>endobj1042 0 obj<>]/P 1043 0 R/Pg 1807 0 R/S/Reference>>endobj1044 0 obj<>]/P 1045 0 R/Pg 1807 0 R/S/Reference>>endobj1046 0 obj<>]/P 1047 0 R/Pg 1807 0 R/S/Reference>>endobj1048 0 obj<>]/P 1049 0 R/Pg 1807 0 R/S/Reference>>endobj1050 0 obj<>]/P 1051 0 R/Pg 1807 0 R/S/Reference>>endobj1052 0 obj<>]/P 1053 0 R/Pg 1807 0 R/S/Reference>>endobj1054 0 obj<>]/P 1055 0 R/Pg 1807 0 R/S/Reference>>endobj1056 0 obj<>]/P 1057 0 R/Pg 1807 0 R/S/Reference>>endobj1058 0 obj<>]/P 1059 0 R/Pg 1834 0 R/S/Reference>>endobj1060 0 obj<>]/P 1061 0 R/Pg 1834 0 R/S/Reference>>endobj1062 0 obj<>]/P 1063 0 R/Pg 1834 0 R/S/Reference>>endobj1064 0 obj<>]/P 1065 0 R/Pg 1834 0 R/S/Reference>>endobj1067 0 obj<>]/P 1068 0 R/Pg 1839 0 R/S/Reference>>endobj1070 0 obj<>]/P 1071 0 R/Pg 1839 0 R/S/Reference>>endobj1073 0 obj<>]/P 1074 0 R/Pg 1839 0 R/S/Reference>>endobj1074 0 obj<>endobj1839 0 obj<>/Font<>/ProcSet[/PDF/Text]>>/Rotate 0/StructParents 16/Tabs/S/Type/Page>>endobj1842 0 obj[1838 0 R 1840 0 R 1841 0 R]endobj1843 0 obj<>streamHÔËnÛ0E÷ú³-Hñ%Ò ±c·.$Øê
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FAQs
This type of debriefing has also been called ''terminal debriefing. ''17 Two distinct ways to facilitate the postevent debriefing were identified and included facilitator-guided debriefing and self- guided debriefing (eg, without a facilitator).
What are the different types of debriefing in healthcare? ›
Over the past years, healthcare simulation education scholars have built on this work and developed a variety of debriefing approaches and tools, for example, “Debriefing with Good Judgment,”10 , 21 “PEARLS,”32 “The Debriefing Diamond,”33 Gather-Analyze-Summarize,34 Rapid Cycle Deliberate Practice (RCDP),35 and “ ...
What are the models of debriefing? ›
One example of a commonly used debriefing model is the 3D-Model . This four-phase model includes: A) Defusing; B) Discovering; C) Deepening, and D) the Environment by Zigmont et al., 2011.
Why is debriefing so important in simulation based learning and assessment? ›
Debriefing is considered critical to experiential learning as it encourages the learner to reflect on their performance and construct meaning from that experience with a view to clinical improvement .
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