Facilitator debriefing (Individual training)

Synopsis

ESPA-Montréal’s mission is to promote the optimal use of high-fidelity clinical simulation (HFCS) with a view to matching training to employment.

Particular attention needs to be paid to the deployment of this pedagogical approach. Standardization of CHSF activities, clinical practices, scenarios and debriefing techniques is essential.

Through this training, we aim to provide a safe space for facilitators to become aware of their acquired skills, obtain feedback on aspects of their simulation practice that need to be enhanced, and exchange ideas on how to take their facilitation skills to the next level.

Facilitator debriefing objectives

The facilitator debriefing should enable the facilitator to :

• Learn about our strengths and the quality of our simulation practices;
• Review the need for prior preparation;
• Develop the ability to provide timely and accurate feedback;
• Be aware of debriefing interventions that need adjustment to improve learners’ thinking processes;
• Review and apply the principles of effective debriefing to develop learners’ clinical judgment.

How to plan feedback

• Keep a record of the facilitator’s days at ESPA-Montréal;
• Choose a day to receive feedback;
• Check with ESPA-Montréal for the availability of a resource person to provide feedback to facilitators.

N.B. The facilitator may be filmed during the simulation to enable the resource person to review sequences if necessary. In this case, the recording will not be kept at the end of the day.

During the feedback day

The ESPA-Montréal resource person will be present at all three stages of the simulation: briefing, simulation and debriefing, as one of the day’s scenarios is carried out. She will be an observer and may take notes to prepare her feedback.

Observation can take place :

• Simultaneous :
  • By assisting directly in the briefing, control and debriefing rooms;
  • Attending the debriefing on Zoom.
• Off-line :
• By viewing the debriefing recorded earlier in the day.

At the end of the day, when the learners leave (or later in a virtual session at a time agreed with the facilitator), the resource person will meet with the facilitator for an hour to give feedback and review the CHSF best practice principles.

Learning assessment methods

At the end of the day, the facilitator will take part in a short evaluation consisting of multiple-choice and/or short-answer questions. Attendance at the activity, as well as successful completion of the learning assessment and a satisfaction questionnaire, lead to recognition of 4 hours of continuing education and the award of a SOFEDUC-accredited training certificate.

[1] Étude sur l’efficacité du modèle ESPA comme milieu de stage pour les étudiantes en soins infirmiers de la région de Montréal, St-Pierre, L. et al., December 2017.

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