Content area
Full Text
Abstract
Debriefing is the active reflection, conceptualization and basis for reinforced or changed behaviour in response to new learning experiences. It has been acknowledged as a valuable tool towards achieving learning outcomes in formal teaching or training venues. However, there is limited recognition of the importance of informal debriefing in the clinical setting, especially in critical care settings.
Additional specialized training is received by registered nurses to be able to care for clinically unstable patients in critical care units. Informal debriefing can allow critical care nurses to learn from the experience of exposure to different clinical situations and progress towards becoming competent, expert clinicians.
The purpose of this article is to present a discussion highlighting informal debriefing and the importance of providing feedback to novice and experienced nurses in critical care areas. The underutilization of informal debriefing will be explored together with possible barriers and challenges to its use. Solutions to overcoming such barriers will be proposed, as a means of ensuring that valuable reflection and learning opportunities are not lost. These suggestions will emphasize the importance of how informal debriefing promotes professional and personal development, and safer patient care.
Key words: informal debriefing, underutilization, clinical setting, critical care units.
Werry, J. (2016). Informal debriefing: Underutilization in critical care settings. Canadian Journal of Critical Care Nursing, 27(4), 22-26.
The art and science of nursing cannot be learned from text books or in a classroom alone. As adult learners, registered nurses bridge the theory-practice gap while providing nursing care within the clinical area by reflecting on the experience, and adapting or reinforcing their behaviour (Kolb, 1984). Debriefing is an essential component towards achieving professional improvement and development (Boerboom, Stalmeijer, Dolmans, & Jaarsma, 2015; Corbett, Hurko, & Vallee, 2012; Kemp & Baker, 2013). A way to facilitate this is for peers to provide feedback on application of skills or thinking through informal debriefing either during, following, or shortly after a clinical situation presents itself. If provided in a nurturing positive manner, attitudes or techniques can be reinforced or adapted towards achieving clinical competence. Based on personal experience of working in specialized critical care settings this seems to occur coincidentally based on being employed within a positive supportive environment. There needs to be an increased awareness and...