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Reflective learning conversations model for simulation debriefing: a co-design process and development innovation

BACKGROUND: Health practitioners must be equipped with effective clinical reasoning skills to make appropriate, safe clinical decisions and avoid practice errors. Under-developed clinical reasoning skills have the potential to threaten patient safety and delay care or treatment, particularly in crit...

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Autores principales: Almomani, Emad, Sullivan, Jacqueline, Saadeh, Omar, Mustafa, Emad, Pattison, Natalie, Alinier, Guillaume
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10631178/
https://www.ncbi.nlm.nih.gov/pubmed/37936185
http://dx.doi.org/10.1186/s12909-023-04778-0
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author Almomani, Emad
Sullivan, Jacqueline
Saadeh, Omar
Mustafa, Emad
Pattison, Natalie
Alinier, Guillaume
author_facet Almomani, Emad
Sullivan, Jacqueline
Saadeh, Omar
Mustafa, Emad
Pattison, Natalie
Alinier, Guillaume
author_sort Almomani, Emad
collection PubMed
description BACKGROUND: Health practitioners must be equipped with effective clinical reasoning skills to make appropriate, safe clinical decisions and avoid practice errors. Under-developed clinical reasoning skills have the potential to threaten patient safety and delay care or treatment, particularly in critical and acute care settings. Simulation-based education which incorporates post-simulation reflective learning conversations as a debriefing method is used to develop clinical reasoning skills while patient safety is maintained. However, due to the multidimensional nature of clinical reasoning, the potential risk of cognitive overload, and the varying use of analytic (hypothetical-deductive) and non-analytic (intuitive) clinical reasoning processes amongst senior and junior simulation participants, it is important to consider experience, competence, flow and amount of information, and case complexity related factors to optimize clinical reasoning while attending group- based post-simulation reflective learning conversations as a debriefing method. We aim to describe the development of a post-simulation reflective learning conversations model in which a number of contributing factors to achieve clinical reasoning optimization were addressed. METHODS: A Co-design working group (N = 18) of doctors, nurses, researchers, educators, and patients’ representatives collaboratively worked through consecutive workshops to co-design a post-simulation reflective learning conversations model to be used for simulation debriefing. The co-design working group established the model through a theoretical and conceptual-driven process and multiphasic expert reviews. Concurrent integration of appreciative inquiry, plus/delta, and Bloom’s Taxonomy methods were considered to optimize simulation participants’ clinical reasoning while attending simulation activities. The face and content validity of the model were established using the Content Validity Index CVI and Content Validity Ratio CVR methods. RESULTS: A Post-simulation reflective learning conversations model was developed and piloted. The model was supported with worked examples and scripted guidance. The face and content validity of the model were evaluated and confirmed. CONCLUSIONS: The newly co-designed model was established in consideration to different simulation participants’ seniority and competence, flow and amount of information, and simulation case complexity. These factors were considered to optimize clinical reasoning while attending group-based simulation activities.
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spelling pubmed-106311782023-11-07 Reflective learning conversations model for simulation debriefing: a co-design process and development innovation Almomani, Emad Sullivan, Jacqueline Saadeh, Omar Mustafa, Emad Pattison, Natalie Alinier, Guillaume BMC Med Educ Research BACKGROUND: Health practitioners must be equipped with effective clinical reasoning skills to make appropriate, safe clinical decisions and avoid practice errors. Under-developed clinical reasoning skills have the potential to threaten patient safety and delay care or treatment, particularly in critical and acute care settings. Simulation-based education which incorporates post-simulation reflective learning conversations as a debriefing method is used to develop clinical reasoning skills while patient safety is maintained. However, due to the multidimensional nature of clinical reasoning, the potential risk of cognitive overload, and the varying use of analytic (hypothetical-deductive) and non-analytic (intuitive) clinical reasoning processes amongst senior and junior simulation participants, it is important to consider experience, competence, flow and amount of information, and case complexity related factors to optimize clinical reasoning while attending group- based post-simulation reflective learning conversations as a debriefing method. We aim to describe the development of a post-simulation reflective learning conversations model in which a number of contributing factors to achieve clinical reasoning optimization were addressed. METHODS: A Co-design working group (N = 18) of doctors, nurses, researchers, educators, and patients’ representatives collaboratively worked through consecutive workshops to co-design a post-simulation reflective learning conversations model to be used for simulation debriefing. The co-design working group established the model through a theoretical and conceptual-driven process and multiphasic expert reviews. Concurrent integration of appreciative inquiry, plus/delta, and Bloom’s Taxonomy methods were considered to optimize simulation participants’ clinical reasoning while attending simulation activities. The face and content validity of the model were established using the Content Validity Index CVI and Content Validity Ratio CVR methods. RESULTS: A Post-simulation reflective learning conversations model was developed and piloted. The model was supported with worked examples and scripted guidance. The face and content validity of the model were evaluated and confirmed. CONCLUSIONS: The newly co-designed model was established in consideration to different simulation participants’ seniority and competence, flow and amount of information, and simulation case complexity. These factors were considered to optimize clinical reasoning while attending group-based simulation activities. BioMed Central 2023-11-07 /pmc/articles/PMC10631178/ /pubmed/37936185 http://dx.doi.org/10.1186/s12909-023-04778-0 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Almomani, Emad
Sullivan, Jacqueline
Saadeh, Omar
Mustafa, Emad
Pattison, Natalie
Alinier, Guillaume
Reflective learning conversations model for simulation debriefing: a co-design process and development innovation
title Reflective learning conversations model for simulation debriefing: a co-design process and development innovation
title_full Reflective learning conversations model for simulation debriefing: a co-design process and development innovation
title_fullStr Reflective learning conversations model for simulation debriefing: a co-design process and development innovation
title_full_unstemmed Reflective learning conversations model for simulation debriefing: a co-design process and development innovation
title_short Reflective learning conversations model for simulation debriefing: a co-design process and development innovation
title_sort reflective learning conversations model for simulation debriefing: a co-design process and development innovation
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10631178/
https://www.ncbi.nlm.nih.gov/pubmed/37936185
http://dx.doi.org/10.1186/s12909-023-04778-0
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