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PP 494
Debriefing and Reflection in Communication Simulation
M.L. Hyvärinen
1
, T. Saaranen
2
, S. Suvimaa
2
, A. Vaajoki
3
1
University of Eastern Finland, Language Centre, Kuopio, Finland
2
University of Eastern Finland, Faculty of Health Sciences, Kuopio, Finland
3
Kuopio University Hospital, Development- Clinical Education and Research Unit of Nursing, Kuopio, Finland
Development of society and changes in health care environment require improvement of health care personnels' competencies. Health care professionals
are expected to be able to adapt themselves to constantly changing situations and interactive relationships, e.g., in varies negotiation, group, and con‑
flict situations (Health Care Act, 1326/2010; Ministry of Education, 2006; Myers et al., 2011). Therefore, masters' level education must provide students
with interpersonal communication competence required by their future work positions. In the development of interpersonal communication competence,
the simulation method has been found to be effective and useful. By imitating real-life situations, simulation makes genuine phenomena and processes
visible in fictional conditions, develops interactive skills, and fosters reflective learning (Brindley & Reynolds, 2011). However, research on the topic has
thus far concentrated either on the clinical settings or applying simulations in expert-client interaction (Bambini et al, 2009; Koponen et al., 2014). Few
studies have been concentrated on the use of simulation in the context of communication training of health care teachers, managers and experts. Moreover,
debriefing is less studied part of the simulation pedagogy, which is the focus of this study (Suvimaa et al., in process).The purpose of this study is to describe
what kind of contents are included in students' reflection after communication simulation, as well as what kind of issues students consider meaningful,
related to debriefing. The aim of the study was to increase knowledge of the reflection contents and the meaningful issues in debriefing. The data of this
qualitative study consisted of students' critical incidents writings (n = 32). Narrative analysis was conducted to analyse the data. The study shows that
the students' expressions of the reflection contents consist of five areas: self-learning, learning together, self-action, communication apprehension and
negativity. The issues students considered meaningful were familiarity of debriefing method and structure, the role of teacher and debriefing facilitation,
giving and receiving feedback, cooperative learning, process learning and reflection, debriefing ambience, communication apprehension and emotions.
Reflection is an important part of simulation education. Students need support for reflection and self-evaluation. Reflection should be based more on
cooperation and the goals of simulation - not self-action assessment. A debriefing structure, ways to give feedback and a role of teacher are meaningful
when creating a safe learning environment. Some of the students were nervous about the debriefing and communication apprehension was brought up in
reflection content, too. The simulation caused up different types of emotions, which was expressed in students' reflection. The knowledge produced in this
study can be used for development of communication simulation, especially debriefing, as well as social and health care simulation education generally,
and in other disciplines as well. Keywords: simulation, debriefing, interpersonal communication, professional development, narrative analysis