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Clinical debriefing and experiential learning

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new Qld Ambulance siren and lighting demo at Caloundra (1).mp3

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STOP5: “STOP for 5 Minutes” Hot Debrief Model

Walker and colleagues (2020) utilised the “STOP5” hot debriefing tool for a study that included cases with major trauma, cardiac arrests, and death in resuscitation.

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Kolb’s Experiential Learning Theory (ELT)

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Kolb’s theory further discusses that not all learners use the four stages in the model equally, rather they concentrate on one or two stages. Kolb then broke down his theory into four different types of learners-  divergers , assimilators,  convergers  and accommodators.

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My personal experience OF CLINCIAL DEBRIEFING

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Debriefing has helped psychologically when I have been faced with traumatic jobs such as road traffic crashes involving high speeds and critically ill patients. Following a traumatic scene I attended, we had a hot debrief outside the hospital after handing over the patient. This discussion reinforced the excellent teamwork displayed and identified some areas that could be worked on in future.

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Coggins, A., Santos, A. D. L.,  Zaklama , R., & Murphy, M. (2020). Interdisciplinary clinical debriefing in the emergency department: An observational study of learning topics and outcomes. BMC Emergency Medicine, 20(1), 1–10. https:// doi.org /10.1186/s12873-020-00370-7    Dantas , L. A., & Cunha, A. (2020). An integrative debate on learning styles and the learning process.  Social Sciences & Humanities Open, 2 (1), 1-5. https:// doi.org /10.1016/j.ssaho.2020.100017    Fewster-Thuente , L., &  Batteson , T. J. (2018). Kolb’s experiential learning theory as a theoretical underpinning for interprofessional education.  Journal of Allied Health, 47 (1), 3–8. https:// www.researchgate.net /publication/324139325_Kolb's_Experiential_Learning_Theory_as_a_Theoretical_Underpinning_for_Interprofessional_Education     Gilmartin, S., Martin, L., Kenny, S., Callanan, I., & Salter, N. (2020). Promoting hot debriefing in an emergency department.  BMJ Open Quality, 9 (3), 1-5. https:// doi.org /10.1136/bmjoq-2020-000913      Gougoulis , A.,  Trawber , R.,  Hird , K., & Sweetman, G. (2020). “Take 10 to talk about it”: Use of a scripted, post‐event debriefing tool in a neonatal intensive care unit.  Journal of Paediatrics and Child Health, 56 (7), 1134–1139. https:// doi.org /10.1111/jpc.14856   Ha, E.-H. (2021). Effects of hot and cold debriefing in simulation with case-based learning.  Japan Journal of Nursing Science: JJNS, 18 (3), e12410–e12410. https:// doi.org /10.1111/jjns.12410    Johns, J. A., Moyer, M. T., &  Gasque , L. M. (2017). Planning and Facilitating Debriefs of Experiential Learning Activities in Skills-Based Health Education.  Journal of Health Education Teaching, 8 (1),   61-76.    Kessler, D. O., Cheng, A., & Mullan, P. C. (2014). Debriefing in the Emergency Department After Clinical Events: A Practical Guide.  Annals of Emergency Medicine, 65 (6), 690–698. https:// doi.org /10.1016/j.annemergmed.2014.10.019    Kim, S. S., & De Gagne, J. C. (2018). Instructor-led vs. peer-led debriefing in preoperative care simulation using standardized patients.  Nurse Education Today, 71,  34–39. https:// doi.org /10.1016/j.nedt.2018.09.001

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Meyer, E. G., Battista, A.,  Sommerfeldt , J. M., West, J. C., Hamaoka, D., &  Cozza , K. L. (2021). Experiential Learning Cycles as an Effective Means for Teaching Psychiatric Clinical Skills via Repeated Simulation in the Psychiatry Clerkship.  Academic psychiatry: the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry ,  45 (2), 150–158. https:// doi.org /10.1007/s40596-020-01340-8    Poore, J. A., Cullen, D. L., &  Schaar , G. L. (2014). Simulation-Based Interprofessional Education Guided by Kolb’s Experiential Learning Theory.  Clinical Simulation in Nursing, 10 (5), e241–e247. https:// doi.org /10.1016/j.ecns.2014.01.004 Sawyer, T.,  Eppich , W., Brett- Fleegler , M., Grant, V., & Cheng, A. (2016). More than one way to debrief: A critical review of healthcare simulation debriefing methods.  Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 11 (3), 209-217. https:// journals.lww.com /simulationinhealthcare/ Fulltext /2016/06000/More_Than_One_Way_to_Debrief__A_Critical_Review_of.9.aspx    Secheresse , T.,  Pansu , P., & Lima, L. (2020). The Impact of Full-Scale Simulation Training Based on Kolb's Learning Cycle on Medical Prehospital Emergency Teams: A Multilevel Assessment Study.  Simulation in healthcare: Journal of the Society for Simulation in Healthcare ,  15 (5), 335–340. https:// doi.org /10.1097/SIH.0000000000000461    Snowdon, K. (2021). Exploring the Clinical Debrief: Benefits and Barriers.  Journal of Paramedic Practice: The Clinical Monthly for Emergency Care Professionals, 13 (1), 1–7. https:// doi.org /10.12968/jpar.2021.13.CPD1    Szyld , D., & Arriaga, A. F. (2021). Implementing clinical debriefing programmes . Emergency Medicine Journal: EMJ, 38 (8), 585–586. https:// doi.org /10.1136/emermed-2021-211133    Tierney, S. (2018). The utilisation of a structured debriefing framework within the pre-hospital environment: a service evaluation.  British paramedic journal ,  3 (1), 8–15. https:// doi.org /10.29045/14784726.2018.06.3.1.8    Walker, C. A., McGregor, L., Taylor, C., & Robinson, S. (2020). STOP5: a hot debrief model for resuscitation cases in the emergency department.  Clinical and experimental emergency medicine ,  7 (4), 259–266. https:// doi.org /10.15441/ceem.19.086    Wilson, A., & Asbury, E. (2019). Improving simulation debriefing in paramedic education: the Paramedic Debrief Model.  Australasian Journal of Paramedicine, 16.  https:// doi.org /10.33151/ajp.16.656

Clinical debriefing and experiential learning

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