Simulation and Debriefing: Helping the Pediatric Nurse Thrive

Abstract

0882 doi:1 a car while riding his bike 5 hours ago. The child had a mild concussion and a fractured femur. You are to prepare for his admission. This brief introduction begins your simulated learning experience. Learning through simulation provides pediatric nurses with the opportunity to practice clinical skills in a safe environment. Simulated scenarios are useful as teaching methods within academic and clinical settings. Today's technology of highfidelity simulation offers alternatives to the traditional clinical teaching approach of “see one, do one.” Simulation offers a safe setting for health care professionals to practice clinical and team-building skills without endangering patients (Ruldolph, 2008). Simulated learning is “bridging the gap between experiencing an event and making sense of it” (Fanning & Gaba, 2007, p. 115). Some believe the most important feature of simulation is debriefing (Fanning & Gaba). Kolb's (1984) work on experiential learning is fundamental to understanding the role of debriefing. His theory supports the model that reflection coupled with experience can capture a learning opportunity. The primary focus of this article is how to effectively debrief after a simulation-based learning experience.