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Debriefing & Feedback

Learning Objectives

  1. Define key terms associated with debriefing.
  2. Describe principles of learning to INACSL standards and effective debriefing and feedback for simulated education.
  3. Describe debriefing frameworks (PEARLS) to assist faculty debriefing role.
  4. Describe common debriefing challenges and success strategies.

Summary of Key Points

  • The debriefing process promotes understanding, enhances, and enriches the learning, increases competence in clinical performance, and supports transfer of knowledge, skills, and attitudes while fostering self- confidence, awareness, and efficacy.
  • Debriefing and feedback are different, but both are critical elements that should be structured using best practices.
  • Utilize PEARLS as a tool designed to facilitate the implementation of a flexible framework for debriefing simulations.
  • Faculty may encounter challenges and successes in debriefing during simulation sessions. Strategies have been provided to address these, aiding in effective debriefing practices.
  • There are specific criteria necessary to meet INACSL Debriefing Standards.

License

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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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