Student Perspectives of Interprofessional Group Debriefing: Use of the National League for Nursing Guide for Teaching Thinking
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Published on: March 12, 2018
Linda Glatts1, Nancy Clark, Shirley Clarke
1About the Authors Linda Glatts, MN, RN, is a nurse educator in the Bachelor of Science Nursing Program, Vancouver Community College, Vancouver, British Columbia, Canada. Nancy Clark, PhD, RN, is an assistant professor, Faculty of Human and Social Development, University of Victoria School of Nursing, British Columbia, Canada. Shirley Clarke, MS, RN, CHSE, CCNE, and Kathy Fukuyama, EdD, RN, are nurse educators, Bachelor of Science Nursing Program, Vancouver Community College. For more information contact Linda Glatts at lglatts@vcc.ca.
Abstract:
This innovative pilot study used the Critical conversations: The NLN Guide for Teaching Thinking monograph to promote critical conversation during debriefing in an interprofessional education group setting following a disaster preparedness simulation. Interprofessional health care students (n = 120) participated in the Debriefing Assessment for Simulation in Healthcare survey as well as four focus groups to understand student perspectives related to the Context, Content, and Course format used to cocreate meaning related to the simulation experience. Findings revealed that use of this method promoted critical dialogue underscored by self-efficacy, critical reflection, safety, group size, and interdisciplinary learning.
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