Self-debrief
A self-debrief is a structured process where individuals review their simulation, ideally immediately after enacting the simulation (Lapum et al., 2018). A major advantage of the self-debrief is that it allows learners to reflect on the decisions they made while those decisions are fresh in their minds (Lapum et al., 2018). Another advantage of the self-debrief is that learners have the opportunity to reflect on their decisions without the influence of their peers which is the case with group debriefing and it provides a debriefing option when a facilitated debrief is not practical (MacKenna et al., 2021). Because learners are debriefing alone, the self-debrief needs to be carefully structured. A major limitation of the self-debrief is that learners do not have the opportunity to hear what decisions their peers made and their educator’s thoughts on those decisions (Lapum et al., 2018).
A self-debrief following virtual gaming simulation is accessed from a personal computer and learners can choose a debriefing place and time that is conducive to their learning. This means the debriefing is done asynchronously, without a facilitator. Typically, learners are given a set of questions to guide their reflection. These questions should be based on a debriefing theoretical framework (see Healthcare Simulation Standards of Best PracticeTM) and designed to reflect the learning objectives and the level of the learner (Lapum et al., 2018). When completing a self-debrief, learners are instructed to use their individual summary report (learner analytics) and class notes as they answer the questions.
Learners, because they are debriefing alone, generally feel psychologically safe reflecting on their decisions and providing authentic, honest responses (Verkuyl et al., 2018). That said, they might still be concerned about who might be viewing their responses and if they are being evaluated. Therefore, the educator should always inform learners about who will be reading their responses and if they will be graded.
In the Virtual Healthcare Experience, after each virtual gaming simulation, there is a self-debrief document for learners to complete if they are not going to an assigned/group debrief. As the facilitator, there are a number of key components to consider when providing learners with a self-debrief (Table 6.1).
Click here to download an accessible PDF copy of Table 6.1
Table 6.1. Essential Self-debrief Components
| Self-debrief Component | Rationale |
|---|---|
|
Ensure the debrief is carefully planned and organized by a trained facilitator. |
Learners who are debriefing alone need a structured approach. |
|
Include a confidentiality statement and outline who will read the self-debrief. |
Enhances psychological safety. |
|
Identify time to complete. |
Supports organization and flow. |
|
Provide learners with reflective questions in advance of the self-debrief. |
Supports organization and flow. |
|
Create facilitated questions based on a framework to meet learning objectives and level of learner. |
Encourages reflection, analytical |
|
Clearly indicate grading and type (participation or graded). |
Enhances psychological safety; influences game play. |
|
Use analytics or course materials. |
Focuses the debrief and furthers learning. |
Examples in Action: Sample Self-Debriefing Instructions
In the prenatal virtual gaming simulation, you assumed the role of a prenatal nurse Georgia Graham who was assigned to do a prenatal assessment on Madison (Maddy) Fraser. We would like you to answer some questions in relation to your simulation experience. While completing your self-debrief, reflect on the learning objectives of this experience.
The learning objectives of this simulation game are to:
- Apply knowledge of physical and psychosocial prenatal nursing assessment.
- Identify normal findings, abnormal variations and potential complications during a prenatal visit.
- Demonstrate therapeutic interventions when caring for a pregnant woman.
There are 8 questions to be answered. It will take you up to 60 minutes to complete the questions. These questions will guide you through a facilitated reflection on your virtual gaming simulation experience. The debrief will help you express your reactions, analyze issues, reflect on your performance and make connections to future clinical practice.
Please note: Your answers are not being graded but you will receive a 2.5% participation grade for submitting your analytics and self-debrief. Please complete these self-debriefing questions then submit the completed document into dropbox by June 10, 2021 before 2300.
Confidentiality: Your self-debrief is confidential and will only be read by your course instructor.
Reminder: As you respond to the questions below, refer to your individual summary report sheet and your course material.
In the following video Margaret Vekuyl NP:PHC, MN from Centennial College discusses conducting a self-debrief for learners after a virtual gaming simulation.
