Debriefing is the most important part of a simulation. That is why this is a key chapter in this book. The chapter contains several sections, each one offering insights, guidance and stories for debriefers. The central sections of this chapter look at various aspects of debriefing, such as what it is and when, why and how we should conduct it. Each section looks at debriefing, not so much from a theoretical stance, but more from a practical, down-to-earth perspective. The appendix contains a number of ready-to-use examples of materials to use for debriefing and also suggestions of courses or curriculums that use larger simulation and thus that must employ and deploy debriefing in a judiciously managed fashion. Having developed and conducted debriefs and trained trainers in debriefing for many years, I have written this chapter from a personal angle, sometimes offering short vignettes or stories of my own experience. 

Debriefing: A Practical Guide

The Laboratory of Sciences and Technologies of Information and Education (LASTIE), Faculty of Sciences Ben M'sik, Hassan II. University, Casablanca, Morocco Department of Hospital Education, Scientific Research and Innovation, Ibn Rochd University Hospital, Casablanca, Morocco Interdisciplinary Team of Didactics of Sciences and Educational Sciences (EIDS&SE) assigned to the Multidisciplinary Laboratory of Educational Sciences and Training Engineering (LMSEIF), Ecole Normale Supérieure, Hassan II University of Casablanca, Casablanca, Morocco

Debriefing in Computer Simulation: Real Activity and Perspective

Contexte : Au sein de la Haute École de santé de Fribourg (HEdS-FR), composante de la Haute École de Suisse occidentale, il n’est souvent pas possible former les formateurs novices en simulation dans les deux premières années suivant leur engagement. Le niveau de formation et d’expérience des nouveaux formateurs en soins infirmiers pour animer un débriefing post-simulation est très variable. L’enjeu est pourtant important, le débriefing post-simulation étant unanimement reconnu comme le moment où les apprentissages se réalisent et où se prépare leur transfert dans la pratique professionnelle/stage. But : Procéder à une étude exploratoire des besoins de formation des formateurs novices en simulation, en sollicitant leur sentiment de compétence, à partir d’une analyse de l’écart perçu entre leurs performances lors de la pratique du débriefing post-simulation en l’absence de formation spécifique et les performances souhaitées au regard des recommandations de bonnes pratiques en simulation en santé. Méthodes : Étude qualitative par entretiens individuels semi-dirigés de formateurs novices engagés à la HEdS-FR entre 2019 et 2020. Résultats : Cinq entretiens ont été réalisés. La comparaison des pratiques verbalisées lors des entretiens avec la grille Debriefing Assessment for Simulation in Healthcare (DASH) met en évidence des écarts au niveau du briefing, de l’analyse des performances des étudiants et des techniques d’animation et de questionnement. Les participants ont exprimé le désir d’être accompagné par des personnes expérimentées en débriefing et de disposer d’outils pour structurer le débriefing. Les critères qu’ils utilisent pour évaluer leurs débriefings et estimer leur sentiment de compétence sont proches de ceux de la grille DASH. Conclusion : La réponse aux besoins de formation des formateurs novices pourrait être un accompagnement spécifique par des experts, avec la grille DASH comme outil de référence pour les échanges, en plus d’être un outil d’autoévaluation.

Une étude exploratoire des besoins de formation de formateurs novices en simulation

/pdf/le-debriefing-postsimulation-en-sante-que-nous-apprend-il-et-5bqd99fyii.pdf

Le débriefing postsimulation en santé. Que nous apprend-il et comment ?

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Le débriefing postsimulation en santé. Que nous apprend-il et comment ?