Debriefing the Debriefer: How to Debrief Interprofessional Simulations

Summary: What are the key components that need to be addressed when debriefing an interprofessional simulation (IPS) activity? What tools, resources, and competencies should IPS debriefers have to maximize the benefits of IPS? This educational activity will provoke a discussion on best practices on IPS debriefing. Content Outline: I. Background and Significance A. Importance of Interprofessional Simulation (IPS) 1. Foster collaborative practice has been well-established (Murphy & Nimmagadda, 2015) 2. Enhances teamwork and communication (King et al., 2013; Salam et al., 2015) among healthcare team member 3. Impacts patient care and outcomes B. Debriefing 1. Debriefing has been identified as one of the most important aspects of simulation (Levett-Jones & Lapkin, 2014). Through debriefing, reflective process is facilitated, allowing participants to learn from their performance during the simulated scenario (Decker et al., 2013). 2. A trained instructor, referred to as a debriefer, leads the debriefing. The debriefer provides expert facilitation by using a variety of approaches, such as structured debriefing (Forneris et al., 2015), advocacy-inquiry method (Timmis & Speirs, 2015), and use of video recordings (Kolbe, Grande, & Spahn, 2015). C. Gap/Purpose: 1. Despite the abundance of evidence demonstrating the significance of IPS and debriefing in healthcare education, as Poore, Dawson, Dunbar, and Parrish (2018) noted, there is limited literature describing debriefing related to IPS. 2. The purpose of this project is to measure the IPS debriefing competencies of nursing and medical faculty members following the completion of an IPS Debrief Workshop. II. Methodology A. Following an initial IPS session whereby nursing and medical students participated, we identified some unique challenges associated with debriefing an IPS activity. 1. Some of the challenges included use of different debriefing approaches, establishment of professional identities, and communication across the professions. 2. With support from the Leadership, an IPS debriefing workshop was organized and conducted prior to the succeeding scheduled IPS sessions. B. Designed and facilitated by a team of experts at a Center for Advanced Medical Simulation 1. seven-hour workshop 2. attended by eight debriefers, four nursing and four medical faculty members 3. The workshop included an introduction to interprofessional education and collaborative practice, principles of debriefing, and debriefing methods. 4. The debriefers also participated in IPS and each one was given an opportunity to debrief a simulation activity. 5. Ten additional faculty members will complete the workshop. C. Both quantitative and qualitative methods will be used for data collection. 1. Debriefing Interprofessionally: Recognition and Reflection (DIPRR) tool, presented by Poore et al. (2018) will be used to evaluate the faculty’s debriefing competencies preand postworkshop attendance. 2. A qualitative feedback will be used to provide evaluator’s feedback on how to improve performance. III. Conclusion A. Effective debriefing enhances student IPS experiences B. Faculty developmentIPS debriefing competencies C. Leadership Perspective: 1. Augments sim experiences: students and faculty of nursing and medical schools 2. Foundation for collaborative scholarly activities: Research, Evidence-Based Practice, Interprofessional Education to Interprofessional Practice outcomes 3. Meets accreditation and regulatory mandates 4. Enhances the potential for positive outcomes: Educational Quality Improvement and Patient Satisfaction First Primary Presenting Author Primary Presenting Author Joana Velasquez, MS, RN, CNOR Phillips School of Nursing at Mount Sinai Beth Israel Associate Professor New York NY USA Author Summary: Ms. Joana Velasquez is an Associate Professor at Phillips School of Nursing at Mount Sinai Beth Israel. She is also the course coordinator for the continuing education course, An Introduction to Perioperative Nursing, offered through PSON's Center for Continuing Education since 2011. Ms. Velasquez has participated in panel and poster presentations in national and international conferences, the most recent being at Sigma The Tau International Research Congress held in Melbourne, Australia. Second Author Carleen Graham, MSN, RN, NY-SAFE Phillips School of Nursing at Mount Sinai Beth Israel Program Coordinator, Baccalaureate Programs