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Prebriefing

Chapter 3: Prebriefing

Prebriefing at Mohawk College can be facilitated by a combination of both the faculty team members and the simulation lab technologists.

 

For virtual simulations, the faculty member is responsible for all aspects of prebriefing. For in-person high-fidelity simulations with involvement from the simulation lab technologists, the faculty team member is responsible for the following aspects of prebriefing:

Role Clarification: Prebriefing Responsibilities
Faculty Member Responsibilities 
Simulation Lab Technologist Responsibilities 
Prior to simulation day:  
  • Facilitating and distributing pre-simulation preparatory materials and sessions for participants
Prior to simulation day:  
  • No direct involvement with participants
Simulation Day:  
  • Welcome students
  • Facilitate pre-simulation discussion
  • Review learning objectives and expectations
Simulation Day:  
  • Orient students to physical space, equipment, resources, simulator(s) and rules of the simulation-based environment, this is often done in the simulation room itself
  • Help facilitate direction of Standardized Patients (SP’s) to ensure no intermingling with participants

 

Those involved in facilitating the briefing process should utilize a standardized script following INACSL best practice guidelines to ensure that briefing criteria are appropriately met (INACSL, 2021).

Important note regarding the use of Standardized Patients (SPs):

In some simulation-based experiences, SPs may be used to portray the role of the patient. To maintain the fidelity of the scenario, it is crucial to sequester SPs away from students during the briefing stage (Cowperthwait, 2020). Once the prebriefing is completed, students should be escorted away from the simulation room to enable SPs to enter and assume their positions without being observed.

We’ve included the key criteria outlined by INACSL (2021, p. 10).

  1. The facilitator should be knowledgeable about the scenario and competent in concepts related to prebriefing.
  2. Prebriefing should be developed according to the purpose and learning objectives of the simulation-based experience.
  3. The experience and knowledge level of the simulation learner should be considered when planning the prebriefing.

We encourage you to review the Healthcare simulation standards of best practiceTM Simulation Prebriefing (Preparation & Briefing) in more detail here.

Finally, to review INACSL Simulation Infographic on Prebriefing, click here.

 

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Faculty Simulation Toolkit Copyright © by Cynthia Hammond RN, BScN, MN(ACNP), Professor, Mohawk College, Hamilton, Ontario, Canada ; Melissa Knoops RN, BScN, MA, Professor, Mohawk College, Hamilton, Ontario, Canada ; Marie Morin RN, BScN, MN, CCSNE, Professor, Mohawk College, Hamilton, Ontario, Canada ; Mozhgan Peiravi RN, BScN, MScN, DNP, Professor, Mohawk College, Hamilton, Ontario, Canada ; John Pilla RN, BSc, MN, CCSNE, Professor, Mohawk College, Hamilton, Ontario, Canada ; Shelley Samwel RN, BSN, MN, PhD (c), Professor, Mohawk College, Hamilton, Ontario, Canada ; and Jennifer Stockdale RN, BScN, MScN Professor, Mohawk College, Hamilton, Ontario, Canada  is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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