. Champion N. Nyoni; . Anke van der Merwe; . Benjamin S. Botha; . Cecille Fourie; . Yvonne Botma; . Mathys J. Labuschagne; . Riaan van Wyk
Volume 13, Issue 2 , February 2023, , Pages 1-9
Abstract
BACKGROUND: Simulation debriefing influences learning from healthcare simulation activities.Health sciences educators must be competent in conducting simulation debriefing for healthcarestudents. ...
Read More
BACKGROUND: Simulation debriefing influences learning from healthcare simulation activities.Health sciences educators must be competent in conducting simulation debriefing for healthcarestudents. A structured faculty development intervention for health sciences educators must beinformed by educator needs to enhance its utility. This paper describes the needs of health scienceseducators regarding simulation debriefing at a faculty of health sciences.MATERIALS AND METHODS: A parallel convergent mixed methods study design was applied ona selected population of 30 health sciences educators at the University (x) who integrate immersivesimulation for first‑ to final‑year students in their undergraduate programs. The Objective StructuredAssessment of Debriefing tool underpinned observations which informed the quantitative strand of thestudy, while semi‑structured interviews were conducted as part of the qualitative strand. Descriptivestatistics and thematic analysis were used to analyze the data.RESULTS: Health sciences educators struggled to establish the learning environment forsimulation (median 1), facilitate learning (median 3), and evaluate their debriefing activities. However,they were able to apply an appropriate approach toward simulation (median 4). They identified theneed to be educated on the fundamentals of simulation‑based education.CONCLUSION: A continuing professional development program must be developed aimed attransforming approaches toward facilitating learning, explaining the fundamentals of simulation‑basededucation, modeling of best‑practices related to debriefing, and applying appropriate strategies forevaluating debriefing activities.
