Title : Student-led simulation based learning debrief: A phenomenological exploration of critical self-reflection and engagement with student nurses and faculty
Abstract:
Background: Simulation Based Learning (SBL) is used in nurse education to replicate real world nursing problems in a safe simulated environment to facilitate critical thinking, clinical judgement and decision making. Debrief is usually tutor led, follows SBL and is essential for reflection and learning synthesis.
Aims: This research was a critical phenomenological analysis exploring the potential of a student-led SBL debrief to support: student engagement, critical self-reflection and engagement with learning in this context. The aim was to examine student nurse and facilitator lived experience, and perception of engagement with a student-led debrief.
Methods: The research setting was a UK University, the participants were a purposive sample of 21 year 2 & year 3 BSc Adult student nurses, and 2 experienced SBL nursing faculty. Semi-structured interviews and a post SBL questionnaire were used for data collection. Template Analysis (TA) was used to code and extract themes from the data.
Findings: Engagement, reflective triggers, clinical challenge, connection and teamwork were key emergent themes. One of the most significant findings of this research was the importance of student nurse autonomy in the SBL debrief space for truth telling and emotional awareness. Freedom to talk and the shared simulated clinical experience enabled peer feedback and mutual support.
Implications for nurse education and professional practice: In student-led SBL debrief, autonomy was vital for connection and the development of conscious self-awareness, which is an essential component of being reflective. There is an important professional distinction between doing reflection and being reflective. SBL and debrief should include clinical challenge, feedback, autonomous space, structure and connection, to facilitate the development of critical self-reflection and the skill of being reflective.
