Capturing Debriefing and Enhancing Reflection within Simulated Clinical Learning Environments

Authors

  • Mark Wareing University of Bedfordshire
  • Jacqueline A England University of Bedfordshire
  • David Mathew Hertfordshire Valleys Clinical Commissioning Group
  • Carla Ball University of Bedfordshire
  • Amanda Willetts University of Bedfordshire
  • Jane Kemp University of Bedfordshire
  • Kelly Clifford University of Bedfordshire
  • Andrea Thompson University of Bedfordshire
  • Ian Dove Bedfordshire Hospitals NHS Foundation Trust.
  • Louise Adams University of Bedfordshire

DOI:

https://doi.org/10.18552/ijpblhsc.v8i1.565

Keywords:

depth of reflection, reflective writing, simulation

Abstract

This article presents findings from an evaluation of a new A3-size learner notes sheet designed for use by healthcare students engaging in clinical simulation and clinical skills sessions. The notes sheet consists of an adapted form of the SBAR (situation, background, assessment, response) tool, whilst capturing post-simulation oral debriefing provided by a facilitator. Additionally, the Driscoll (2007)model is used to provide students with an opportunity to reflect on their engagement in clinical simulation. Two cohorts of students, who engaged in separate simulation sessions, completed the A3 sheet. The study featured 33 midwifery and 21 operating department practitioner (ODP) students undertaking a simulation. Documentary analysis was undertaken to identify the depth of reflective writing of both groups of students. Midwifery student participants reflected on their experiences of simulation at a slightly deeper level than their ODP counterparts. All students adhered to the structure of the notes sheet when receiving their briefing from the facilitator and when asked to write their reflective accounts. This study has sought to explore an under-researched area of clinical simulation: the extent to which healthcare students can utilise reflection when engaging with a clinical scenario within a simulated learning environment.

Author Biographies

Jacqueline A England, University of Bedfordshire

Senior Lecturer, Interprofessional Learning & Simulation Lead, School of Healthcare Practice, University of Bedfordshire.

David Mathew, Hertfordshire Valleys Clinical Commissioning Group

Learning and Development Manager, Hertfordshire Valleys Clinical Commissioning Group 

Carla Ball, University of Bedfordshire

Senior Lecturer in Midwifery, School of Healthcare Practice, University of Bedfordshire

Amanda Willetts, University of Bedfordshire

Portfolio Lead Allied Health Professions & Midwifery, School of Healthcare Practice, University of Bedfordshire

Jane Kemp, University of Bedfordshire

Lecturer in Adult Nursing, School of Healthcare Practice, University of Bedfordshire

Kelly Clifford, University of Bedfordshire

Lecturer in Adult Nursing, School of Healthcare Practice, University of Bedfordshire

Andrea Thompson, University of Bedfordshire

Senior Lecturer & Course Coordinator, Operating Department Practice, School of Healthcare Practice, University of Bedfordshire

Louise Adams, University of Bedfordshire

Clinical Simulation & Clinical Skills Technician, School of Healthcare Practice, University of Bedfordshire

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Published

2020-05-05

How to Cite

Wareing, M. ., England, J. A., Mathew, D., Ball, C., Willetts, A., Kemp, J., Clifford, K., Thompson, A., Dove, I., & Adams, L. (2020). Capturing Debriefing and Enhancing Reflection within Simulated Clinical Learning Environments. International Journal of Practice-Based Learning in Health and Social Care, 8(1), 47–59. https://doi.org/10.18552/ijpblhsc.v8i1.565

Issue

Vol. 8 No. 1 (2020): International Journal of Practice-based Learning in Health and Social Care

Section

Research Articles

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