ON DEMAND: Pre-brief and Debrief: Teaching Strategies Used for Simulation Learning in Undergraduate Nursing Education at GMU During COVID-19 Pandemic

Abstract

The CHHS School of Nursing maintained undergraduate clinical continuity through in-person lab simulation-based education during the COVID-19 pandemic. This change was necessary in response to local hospitals – besieged with COVID patients - were not allowing students to obtain clinical hours. In accordance with the VA State Board of Nursing response to the pandemic, up to 50% of the total supervised nursing clinical hours for any course may be used as simulation to address state licensing clinical requirements. Simulation allows students to learn skills; develop clinical reasoning abilities; and to become competent in caring for patients/families in a safe learning environment.The digital poster will:- demonstrate high fidelity simulation with computerized pediatric mannequin learning experiences,- share educational strategies to enhance simulation effectiveness,- illustrate simulation pre-brief and debrief reflection strategies,- provide guidelines for a safe learning environment so students can make mistakes without consequences, and- acknowledge how nursing lab simulation-based education with computerized mannequins aligns with Mason-related signature learning theme of technology-enhanced teaching and learning.Participants from across disciplines will learn pre-brief and debrief reflection techniques, learn how this educational strategy can create an engaging safe environment that facilitates student learning and a sense of togetherness during a global pandemic. Strategies discussed are applicable to disciplines outside of nursing. For example, participants from the College of Education and Human Development may use the pre-brief to clearly delineate learning objectives and expectations for the learners (e.g., high-school students) participating in a simulation or educational activity. Those from the College of Humanities and Social Sciences may appreciate the role of the debriefing as a guide for the faculty/student to derive meaning from research projects asking what went well and what could be done differently.