Exploring the Discourse of Debriefing Interactions: Areas for Improvement
Debriefing has been widely used as part of simulation-based education (SBE) to promote reflective thinking and prepare students for real clinical practice. This study examined a real debriefing transcript to identify its structure and gain insight into communication strategies used by the participan...
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| Format: | Article |
| Language: | English |
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SAGE Publishing
2023-08-01
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| Series: | SAGE Open |
| Online Access: | https://doi.org/10.1177/21582440231191784 |
| _version_ | 1797733369465798656 |
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| author | Abeer Mohammad |
| author_facet | Abeer Mohammad |
| author_sort | Abeer Mohammad |
| collection | DOAJ |
| description | Debriefing has been widely used as part of simulation-based education (SBE) to promote reflective thinking and prepare students for real clinical practice. This study examined a real debriefing transcript to identify its structure and gain insight into communication strategies used by the participants. The sample included an extended debriefing session in which a debriefer and undergraduate students, who participated in a critical care nursing simulation, engaged in a self-reflection phase. Adopting discourse analysis approaches, the analysis revealed how this interaction unfolds. The analysis also unveiled an asymmetric relationship during the debriefing that positioned the debriefer in a position of power and interactional dominance, and placed students in a passive role. Interactional features such as the use of open-ended questions, silent pauses, and informative feedback were identified as effective communication strategies to support the interaction; however, to achieve efficient self-debriefing, debriefers in this setting are encouraged to balance the use of questions to avoid restraining students from engaging and producing extended turns. Moreover, debriefers need to establish a safe environment that optimizes students’ involvement in self-reflection. This study recommends the use of other debriefing techniques to minimize the dominance of the debriefer during the interaction. |
| first_indexed | 2024-03-12T12:28:10Z |
| format | Article |
| id | doaj.art-db56c19224434d098a90a0a287bf3742 |
| institution | Directory Open Access Journal |
| issn | 2158-2440 |
| language | English |
| last_indexed | 2024-03-12T12:28:10Z |
| publishDate | 2023-08-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | SAGE Open |
| spelling | doaj.art-db56c19224434d098a90a0a287bf37422023-08-29T19:37:09ZengSAGE PublishingSAGE Open2158-24402023-08-011310.1177/21582440231191784Exploring the Discourse of Debriefing Interactions: Areas for ImprovementAbeer Mohammad0 Ministry of the National Guard - Health Affairs, Jeddah, Kingdom of Saudi ArabiaDebriefing has been widely used as part of simulation-based education (SBE) to promote reflective thinking and prepare students for real clinical practice. This study examined a real debriefing transcript to identify its structure and gain insight into communication strategies used by the participants. The sample included an extended debriefing session in which a debriefer and undergraduate students, who participated in a critical care nursing simulation, engaged in a self-reflection phase. Adopting discourse analysis approaches, the analysis revealed how this interaction unfolds. The analysis also unveiled an asymmetric relationship during the debriefing that positioned the debriefer in a position of power and interactional dominance, and placed students in a passive role. Interactional features such as the use of open-ended questions, silent pauses, and informative feedback were identified as effective communication strategies to support the interaction; however, to achieve efficient self-debriefing, debriefers in this setting are encouraged to balance the use of questions to avoid restraining students from engaging and producing extended turns. Moreover, debriefers need to establish a safe environment that optimizes students’ involvement in self-reflection. This study recommends the use of other debriefing techniques to minimize the dominance of the debriefer during the interaction.https://doi.org/10.1177/21582440231191784 |
| spellingShingle | Abeer Mohammad Exploring the Discourse of Debriefing Interactions: Areas for Improvement SAGE Open |
| title | Exploring the Discourse of Debriefing Interactions: Areas for Improvement |
| title_full | Exploring the Discourse of Debriefing Interactions: Areas for Improvement |
| title_fullStr | Exploring the Discourse of Debriefing Interactions: Areas for Improvement |
| title_full_unstemmed | Exploring the Discourse of Debriefing Interactions: Areas for Improvement |
| title_short | Exploring the Discourse of Debriefing Interactions: Areas for Improvement |
| title_sort | exploring the discourse of debriefing interactions areas for improvement |
| url | https://doi.org/10.1177/21582440231191784 |
| work_keys_str_mv | AT abeermohammad exploringthediscourseofdebriefinginteractionsareasforimprovement |