Nurse simulation facilitator experiences learning open dialogue techniques to encourage self-reflection in debriefing

Area of Science:

• Nursing Education
• Simulation-Based Learning
• Professional Development

Background:

• Inadequate simulation debriefing skills hinder effective learning in nursing education.
• Barriers include a lack of understanding and time for skill development.
• Nursing students report limited reflection opportunities in assessment-focused debriefs.

Purpose of the Study:

• To report on an intervention designed to enhance self-reflective learning skills in nursing simulation facilitators.
• To support facilitators in improving their debriefing practices.

Main Methods:

• A six-hour workshop was developed, informed by simulation literature and Open Dialogue techniques.
• Twelve experienced female nursing simulation facilitators participated.
• A modified reflective learning questionnaire with Likert scale and open-ended questions was used for evaluation.

Main Results:

• Eight questionnaires were returned, with high scores indicating positive workshop evaluation.
• Participants reported gains in self-reflective learning, emotional analysis, and communication skills.
• The workshop effectively developed a skill set to promote self-reflective learning.

Conclusions:

• The intervention was beneficial for participants' professional development and self-reflective learning.
• The workshop's skill set is valuable for nursing simulation facilitators.
• This approach can enhance debriefing skills among nursing simulation facilitators.