▪ A person engaged in a simulation activity or event and for those involved in simulation research.
▪ In healthcare simulation, a description of a simulation that includes the goals, objectives, debriefing points, narrative description of the clinical simulation, staff requirements, simulation room set up, simulators, props, simulator operation, and instructions for standardized patients (Alinier, 2011). ▪ The scripts, stories, or algorithms created for instructing the participants, including the simulators (human or robotic), on how to interact with the students. ▪ The description of an exercise (including initial conditions) of events for a simulation that includes details for everyone taking part. ▪ An initial set of conditions and timeline of significant events imposed on trainees or systems to achieve exercise objectives (M&S Glossary). ▪ An information or orientation session held prior to the start of a simulation activity in which instructions or preparatory information is given to the participants. ▪ The purpose of the prebriefing is to set the stage for a scenario and assist participants in achieving scenario objectives. ▪ The time used by educators, researchers, facilitators, or staff to plan their roles prior to the simulation. ▪ Suggested activities in a prebriefing include an orientation to the equipment, environment, manikin, roles, time allotment, objectives, and patient situation. For example: Before starting the simulation session, there is a prebriefing where the equipment and its capabilities are reviewed and they are reminded of the equipment available to them in the room (INACSL, 2013). ▪ To conduct a session after a simulation event where educators/instructors/facilitators and learners re-examine the simulation experience for the purpose of moving toward assimilation and accommodation of learning to future situations (Johnson-Russell & Bailey, 2010; National League for Nursing – Simulation Innovation Resource Center, 2013). ▪ Debriefing should foster the development of clinical judgment and critical- thinking skills (Johnson-Russell & Bailey, 2010). ▪ To encourage participants’ reflective thinking and provide feedback about their performance, while various aspects of the completed simulation are discussed. ▪ To explore with participants their emotions and to question, reflect, and provide feedback to one another (i.e., guided reflection). ▪ Refers to processes that provide information about or feedback about individual participants, groups, or programs. Specifically, assessment refers to observations of progress related to knowledge, skills, and attitudes (KSA). ▪ Findings of assessment are used to improve future outcomes (Scheckel, 2016; INACSL Standards Committee, 2016c, pp. S39-S40).
Scenario
Prebrief
Debrief
Assessment
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