In the rush to address the educational constraints resulting from COVID-19, many nursing
programs are turning to screen-based virtual simulations and other creative innovations
as alternatives to traditional clinical course offerings. Yet, many educators are
not prepared to implement these alternative methods. Additionally, because of the
cessation of nursing students allowed to practice in hospitals and clinics and complete
needed clinical hours, undergraduate and graduate nursing programs alike are taxed
with satisfying these clinical requirements. This means that all didactic, clinical,
and lab courses are being taught remotely – never has there been a better time for
debriefing across the curriculum (National League for Nursing [NLN] Board of Governors,
2015).
Because of urgent learning needs, producers of screen-based virtual simulation resources
have offered discounted access to valuable resources to provide new distance accessible
virtual learning experiences that may not have been integrated into program curriculum
otherwise. However, the importance of a robust debriefing as a component of these
learning opportunities is often neglected, which could be to the detriment of the
students. Extant simulation research has generated a base of knowledge exclaiming
the importance of post-simulation debriefing which cannot be ignored during this current
crisis. Now that the initial rush to a rapid solution has passed, it is time to pause,
reflect, and return to the undisputable evidence that describes how the active learning
occurring through alternate virtual learning activities requires a robust debriefing
aligned with current simulation best practices and regulatory recommendations. Going
forward, we need to evaluate our hurried solutions and ensure adherence to best practices
in online education, simulation and debriefing (INACSL Standards Committee, 2016;
Standards from the Quality Matters Higher Education Rubric) in both prelicensure and
graduate programs.
Regardless of how the learning experience is delivered online, a primary goal of nursing
education is to teach students to think like a nurse. Debriefing increases students’
ability to develop clinical reasoning and clinical judgment which are essential to
thinking like a nurse. While debriefing has traditionally occurred as a face-to-face
conversation following a simulation or traditional patient care experience, the restrictions
of the current pandemic demands a quick conversion to a virtual format. In fact, with
the recommendation for debriefing use across nursing curricula (NLN Board of Governors,
2015), the current crisis of offering virtual didactic and clinical course experiences
brings debriefing to the forefront of learning in higher education.
Due to these quick efforts to convert learning activities as distance offerings, many
students have been given virtual clinical experiences which they complete independently
without reflective conversation and feedback. As a result of the race to provide distance
learning quickly, many faculty are using reflective journaling and guided questions
submitted to written discussion boards through the Learning Management System (LMS)
as a way for students to gather and share their reflections on virtual clinical learning
activities. These are not new strategies for nursing education and while they can
be a valuable way to direct students to focus on their individual thoughts and responses
to an experience, this is not a replacement for a faculty-guided, verbal, interactive
and reflective discussion. In fact, the rich dialogue that defines debriefing as a
dynamic two-way conversation is missing, leaving students without this valuable time
when faculty facilitate reflection and anticipatory.
Make no mistake, however, debriefing is taxing and requires faculty energy and intention,
particularly during this current crisis. It is in this debriefing dialogue that the
thought processes of students are made visible to both students and faculty so that
deeper learning can take place. Regardless of the activity, debriefing provides the
opportunity for students to see a teacher’s passion for nursing paired with their
teaching expertise. As students and faculty alike are becoming overwhelmed with long
days of screen time, it is even more imperative that faculty connect with students
on a deeper level to create meaningful learning through verbal interaction. If learning
to think remains a critical learning outcome then reflective dialogue should be at
the forefront of debriefing rather than computer-generated feedback alone (Dreifuerst
et al., in press).
Good debriefing is a reflective, engaging, and informative dialogue which helps faculty
understand the learners’ thinking, helps the learners affirm or correct their thinking,
and cultivates anticipation and assimilation. Debriefing is not necessarily prescriptive
or a solo activity with a prescriptive list of questions asking things such as what
went right, what went wrong, what did you learn and how do you feel? Without the conversation,
the meaningful learning opportunity is lost.
Debriefing is not simply about ensuring knowledge gain about a specific condition,
patient situation or clinical experience. Rather, it is a dynamic interaction between
the faculty and students (Jeffries et al., 2016), based on a strong pedagogical approach
that is engaging and enthusiastic with the intent of improving clinical judgement,
decision-making and reasoning to improve patient care. During this pandemic, where
students and faculty are both situated in new and vulnerable situations, debriefing
is the space to teach students to think like a nurse by fostering reflection, conveying
enthusiasm grounded in strong narrative pedagogy that is welcoming and inviting students
into a rich dialogue (Ironside, 2015), and setting high standards challenging students
to rise to them and immerse themselves in preparing for practice through teaching
and learning at a distance.
Key Points
•
The current crisis of offering virtual didactic and clinical course experiences brings
debriefing to the forefront of learning.
•
Evidence-based debriefing is based on strong pedagogy that is engaging and enthusiastic.
•
Despite long days of screen time, it is even more imperative to connect with students
to create meaningful learning through a rich verbal debriefing dialogue.