Collaborative facilitation of debrief after high-fidelity simulation and its implications for reflective thinking: student experiences
研究了不同汇报促进方式对护理本科生反思性思维水平的影响，发现学术促进者更能激发反思，但学生仍难以进行批判性反思，需进一步干预。
Debriefing after high-fidelity simulation (HFS) is a critical element of the reflective process of simulation. Facilitator approaches, styles, and competence can influence the level of reflective thinking by final year undergraduate nurses. It is imperative that debrief facilitators focus on creating an enabling environment to cultivate reflective thinking. Students likewise are challenged to think reflectively within all aspects of their practice. Data collected using ethnographic methods were used to explore the influence of differing types of debrief facilitation approaches on levels of reflective thinking and how this translated to student experiences of HFS and their capacity to provide feedback using a reflective framework. Academic facilitators of HFS debriefs were most likely to engender reflective thinking; however, having an academic involved in the debrief process did not impact on critical reflection. Emotional processing of the simulation was not regularly evidenced, with minimal scaffolding and prompting provided by facilitators. Final year nursing students struggle to critically reflect on their simulation experiences. Interventions are required through direct action and further research to educate these students to critically reflect in both academic and professional practice.