Pre-briefing Example Dialogue

Using the pre-briefing process requires practice and preparation. An example of how this dialogue may be structured is provided.

 

Initial statement with students.

“We are going to be administering PO medications today, and for most of you it is your first time. First off, how’s everyone feeling about administering medications? It is okay to have some nerves; it shows you care about doing it right. My role is to support you, so if there’s anything on your mind, let’s hear it.”

 

 

After listening to the students’ feelings and concerns. (“I am nervous about making a mistake, what if I say the wrong thing? What if I don’t get all the steps right?”) 

“I want to talk about how we’ll handle situations where a mistake might be about to happen. My job is to guide you and ensure patient safety. If I see that an error may occur, I will step in promptly. However, I want to do this in a way that feels supportive and constructive to you. How would you prefer I provide this feedback or interrupt in such situations? Would you like a discrete signal or direct intervention?”

 

Discuss and agree on a feedback method that respects student preferences. Some student examples: “Just tap me on the shoulder,” “Let’s agree on a signal or safe word,”  “Just say stop,” “If  I am in the patient’s room, call my name,” etc.

“Remember, our primary goal is safety—for you and the patients. While making mistakes is part of learning, we will do everything to avoid that from happening. I’m here to help navigate any situations and handle any errors before they happen”.

“Let’s make sure you’re familiar with where everything is and how to use the electronic records. This knowledge will help reduce stress and minimize errors. And if you’re unsure, please ask before taking action.”

“For today you will be administering only the PO medications for your patient. For today we are just going to focus on the first 5 of the 10 rights. As the clinical instructor I am overall responsible for all aspects of patient safety. As you get more confident with the medication administration process I will add more responsibility to you”

“Any questions or concerns before we begin? Know that I am here for you, not just as an instructor but as a mentor and support system.”

“Alright, let’s move forward with confidence and care. Remember, open communication is key, let me know immediately if things are not going well.  I’m here to support you every step of the way. Let’s focus on providing the best care to our patients and learning as much as we can today.”

 

References

International Nursing Association for Clinical Simulation and Learning. (2021). Healthcare Simulation Standards of Best PracticeTM Prebriefing: Preparation and Briefing. Retrieved from https://www.nursingsimulation.org/article/S1876-1399(21)00095-5/fulltext

Healthcare Excellence Canada. (2023). Healthcare Excellence Canada. Retrieved from https://www.healthcareexcellence.ca/en/what-we-do/all-programs/teamstepps-canada-essentials-course/

Harris, M. A., Pittiglio, L., Newton, S. E., & Moore, G. (2014). Using simulation to improve the medication administration skills of undergraduate nursing students. Nursing Education Perspectives, 35(1), 26–29.

Parvan, K., Hosseini, F., & Bagherian, S. (2018). The relationship between nursing instructors’ clinical teaching behaviors and nursing students’ learning in Tabriz University of Medical Sciences in 2016. Education for Health (Abingdon, England), 31(1), 32–38.

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From Anxiety to Action: A Clinical Instructor Guide to Safe and Confident Medication Administration Copyright © by Bojan Stoiljkovic; Debbie Kahler; and Jasmine Balakumaran is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, except where otherwise noted.

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