High-fidelity simulation in healthcare education: Considerations for design, delivery and debriefing.

Abstract

Abstract Background: High-Fidelity Simulation (HFS) is a recognised teaching and learning tool and capable of facilitating skill retention and knowledge retrieval. Attitudes, values and behaviours may also be shaped by HFS, fostering a deeper appreciation of the experiential learning cycle as a lifelong learning strategy. Successfully achieving these outcomes relies on effective design, delivery and debriefing. Methods: A 3-step debriefing strategy was devised (Trinity Technique) and pilot-tested over a 17-month period. This incorporated a Hot Debrief, a ‘Question and Answer’ session and finally a Cold Debrief (using a newly fashioned tool called STOCK TAKE). The strategy was introduced into the learning of 208 students attached to paramedic science, physician associate, adult nursing and forensic science programmes. Participant feedback was captured in the form of Microsoft Teams transcribes and handwritten notes. Data was evaluated by faculty personnel to instigate refinements to teaching and learning practices. Findings: High levels of student and staff engagement were observed. Valuable insight into learner experience was gained and the novel strategy possessed a unique ability to debrief institutions as well as learners - enabling strategic improvements to future HFS design, delivery and debriefing. Conclusion: The Trinity Technique demonstrates promise and was effective when applied to interprofessional HFS.