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 (2024)

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  • Lori Persico
  • <alt> <li xml:lang="x-default">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</li> </alt> 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<>streamH‰Ô”ËnÛ0E÷ú³-Hñ%҂ ±c·.$ˆØ•ê…*Ë©T6Iÿ¾¤dùÛ0‚n¢…4â3—÷ìÛ ºYÕóY^ÔpuÝÔu^ü*§Ev±„IÔï/Þ Óš*¥0\S3±V`bC¹ûN¢ôågýwYBô¥Ì§å"Ûü=äOó*¯ç‹®¯û·¢AÊxð\TAd-vpáÆ\, –®²Š)ëýà„öw0¼ó‹íý`ìEÞÆ·nYWÓZÞa”1@ÖÑ+!©ä@•`§A†ßB"pœ†D¢'ökÀüæç*Mlšú*¼©·^a+SĊŠèDRÕ(4VíêïCÂ%Ž`4vÝ~öݾ‡$ÁGÿº¬Â´é¾u`«ƒsÊTÛ§‰¤óYïtÂKËY¹*«¢Üø¢:_ùú}ñF€Ö†&—Ëp…s§JàӋSÌpƒeH4wãéW’j¾ëU«&]æÕFHÜa”¯AúŸžŸNe¼˜‹ÛœóQwò3·CŐ«Æ‚#5ÝÌó`8;I†Hjb œJѳDÄ{‰pþ±‘¸“»ÏDdÂå…PôPäP仡˜¥wŜ„’2´»ØœÒ#·¾ûɇm&ÞËü` „Šz’endstreamendobj1844 0 obj<>endobj1846 0 obj<>endobj1847 0 obj<>endobj1851 0 obj<>endobj1850 0 obj<>endobj1845 0 obj[/ICCBased 1852 0 R]endobj1852 0 obj<>streamH‰b``œáèâäÊ$ÀÀ›WRää¥À~ž™“‹|@ì¼ü¼Tðí#ˆ¾¬2S/`M.(*ҀØ(%µ8HâÌò’8c-’”fƒÔ‰d‡9Ù@6_IjHŒÁ9¿²(3=£DÁÐÒÒRÁ1%?)U!¸²¸$5·XÁ3/9¿¨ ¿(±$5¨jð»%V*¸'ææ&*é‘èr" (,!¬Ï!à0b;C€äÒ¢2(“‘ɘ À IÆ8/endstreamendobj9 0 obj<>endobj1853 0 obj<>endobj1854 0 obj<>endobj1855 0 obj<>endobj1856 0 obj<>endobj1875 0 obj<>/Font<>>>/Rotate 0/StructParents 29/Tabs/S/Type/Page>>endobj1876 0 obj<>/Font<>>>/Rotate 0/StructParents 30/Tabs/S/Type/Page>>endobj1877 0 obj<>/Font<>>>/Rotate 0/StructParents 31/Tabs/S/Type/Page>>endobj1878 0 obj<>/ExtGState<>/Font<>/XObject<>>>/Rotate 0/StructParents 32/Tabs/S/Type/Page>>endobj1879 0 obj<>/Font<>>>/Rotate 0/StructParents 33/Tabs/S/Type/Page>>endobj1889 0 obj<>streamH‰œW]Û:}Ÿ_ÁÇø"q,$™mQÓvw{/h€nÚÇv&Ù&vnbgÚýõ+‘”M9NÛ¹À cË%‘‡‡‡Ë»éëS½Û¤Y/_N_×ušm‹VÓeu„/Ӈ‡ê¬f3?Žg÷0W3?L‚9$³æÉÜWúÿ—é§f]?0ýw‘æŦK|û˜>îÊ´ÞU%¼zõðöÜMß| ;C pÎÊ»ér€‚åæN…0ô°þŸ„˜Ç‰,`y¸©Ä[þ÷næWÏW<_ùAÌKðqêÃÝûú8fÎ~÷AïøN_ð£¹Ù‡7ïßêÙ|‡¥Ø|ø6±Ì€ž@œG[žÝGþ-¯F'o¢`T¤{o2ƒ|áûôo £´Ôÿc=zúÛØû²üý.@»ÆfìϕyÊù|«Q(õÙó"ùðɛè…;oÂ耿Íÿ¥ž¯ñ‘¾jwf삿%}:ãf*ðµ÷hqç·Õhc6©È ýVOžþE9¬õ>þwÏ\r]ŸÌÚ6¸Åw3Wt¨3:èh[½­²¦ðNh¿$Çí€]„/UCŸñ`ÛÎ ^6ԔÅ8F6Ž‘ñ¹¾yåM´%cHÿ;.Õ¨PAµP~2ƒÙ,ò£DÚæT¬q§ân󛃵d:9BGf®Q‘+ŽUé]Ra$àã|ŽÇús†f”§lôB³ã„ŸÌ]ö‚$5è:y‰ñžAþj…f1ú+#~÷Âмèézé¬ýüdεŵ<~ÀøSïh’´Zo,fêÍCLíü³§³ªˆ@GqNü{ã³f£_&^ڃ&½Ð|KéõD3ëÞewôB> î]ûæú¡5±‰®z¯¡²xn\£ÓÉjô§§æ‚-ïÝ1Eq}<6É1hEÃen_?Qtšœ’ë+a‚€¡ùDÿ3Ā“õRl•tÔ¡ùB~IèÂe—cLŠÎQ»ØŽ"˜{ýÐRbF³™÷ÛÕ'ašwÃí,ÞB­2ãYzM»˜·(R~øÜRqÀ’³KLQJ¼&ç€ð§G|üùœ\»ý? 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    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 (2024)

    FAQs

    What are the two different debriefing techniques? ›

    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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