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Learning Enhancement and Development

Poster 5

Using Human factors Simulation and debriefing to enhance student learning

Mr Valance Hughes - School of Health Sciences, City, University of London

Students nurses participate in debriefing of simulation scenarios they have actively undertaken. Through debriefing students recognise the importance of communication, teamwork, leadership and to identify and discuss ways to improve practice. Debriefing of simulation has the potential to be used by other schools within the University and foster inter-school collaboration.

Healthcare professionals are human and due to pressures can make mistakes. Consequences of these mistakes can lead to patient harm (Bryant 2013). HSM 301 student nurses actively participated in or observed low and high fidelity simulation exercises lasting 5-10 minutes. Students were then debriefed about what took place during the scenario. Students were encouraged to describe what took place, analyse the scenario and apply this to practice.

Student evaluation feedback of the debriefing was very positive. Students identified issues such as confidence, remaining calm, teamwork, leadership and level of knowledge during the debrief. Students could relate experiences from practice concerning these areas. Students felt more confident and reassured about their communication skills, knowledge and prioritising care after participating in the debrief exercises (Robson et al 2013).

Key issues include:

1. Human factors & Critical resource management- What is it and what aspects of CRM lead to improved and safer care.

2.preparing field relevant simulation scenarios for students to participate in as either a group or as individuals

3. Students realised during debriefing the depth of their own knowledge and experiences. This reassured student’s that they are progressing well and feel more confident about becoming safe, qualified nurses (Norris et al 2012)

4. The use of service users within scenarios make the scenarios more realistic for participants (Naylor, Harcus and Elkington 2015)

5.Transferability: Identifying examples within fields of study where human factors have impacted staff or the public (Fryer 2012, Grogan et al 2004) and adapt simulation scenarios to meet the needs of these fields.

6. Transferability: Encourage student collaboration and participation between different schools within the University through common thematic simulation scenarios. These may include: Communication, conflict resolution and leadership (Cameron, 2001; Raybourn 2007; Krähenbühl 2011).


Bryant,H (2013) Human Factors Emergency Nurse, Volume 21, Issue 8

Cameron, D., Playing serious games in journalism classes, Asia Pacific Media Educator, 11, 2001,141-149.
Available at: http://ro.uow.edu.au/apme/vol1/iss11/11

Fryer, L.A. (2012) Human factors in Nursing: The time is now Australian journal of Advanced Nursing Volume 30 Number 2

Grogan, E.L; Stiles, R.A; France, D.J; Speroff, T; Morris Jr,  J.A; Nixon, B and Gaffney , F,A. (2004) The impact of aviation-based teamwork training on the attitudes of health-care professionals. Journal of the American College of Surgeons Volume 199, Issue 6, December 2004, Pages 843–848

Krähenbühl, S (2011). Effective and Appropriate Communication with Children in Legal Proceedings According to Lawyers and Intermediaries. Child abuse review volume 20, Issue 6. Pages 407–420

Naylor, S; Harcus, J and Elkington, M (2015) An exploration of service user involvement in the assessment of students. Radiography, Volume 21  Issue 3 ,

Norris, B; Currie, L and Lecko, C (2012) The importance of applying human factors to nursing practice. Nursing Standard: April 11 : Vol 26 no 32.

Raybourn, E.M. (2007) Applying simulation experience design methods to creating serious game-based adaptive training systems.
Interacting with Computers 19 (2): 206-214

Robson, W;Clark, D; Pinnock, D; White, N and Baxendale, B (2013) Teaching patient safety and human factors in undergraduate nursing curricula in England: A pilot survey. British Journal of Nursing, 2013, Vol 22, No 17