On the Other Side of Simulation: Evaluating Faculty Debriefing Styles

Background: Debriefing after simulation facilitates reflection and the ability to transfer learning into clinical practice. Aim: To evaluate faculty debriefing to inform and guide the development of ongoing resources to support adjunct faculty members and to maximise learning potential for students. Method: Faculty debriefing styles were evaluated following a high-fidelity simulation involving 720 first year undergraduate nursing students. One audio recording of a debrief was randomly selected from each of 12 faculty members. If a pre-brief was completed prior to the simulation, this was also selected as it is a component of the debrief and sets the tone prior to the simulation. Initial analysis was undertaken using the validated observational structured assessment of debriefing tool (OSAD) to briefly highlight different debriefing styles. This facilitated the thematic analysis of the data using Braun and Clarkes (2006) six step process. Results: Nursing faculty used open-ended questions, silence and clinical feedback with varying levels of expertise and success. Conclusions: Further research into the effect on the variation in debriefing styles, and it's related impact on student learning outcomes is needed.