Abstract
An estimated 18% of inpatient post-event debriefings occur (Zinns, 2020). Debriefing have seldom occurred with the bedside staff, with one issue being the use of trained facilitators. However, in the academic setting, debriefing is a standard practice for student learning post-simulation. Increasing the education of debriefing and using clinical debriefing tools can improve patient outcomes, increase nurse resiliency, and decrease burnout related to traumatic experiences (Philips).
Professionals in healthcare are experiencing a rise in burnout and post-traumatic stress disorder. This is partly due to the COVID-19 pandemic, but this issue existed long before the pandemic started (Gilroy, 2022). There has been an increase in demand for trauma-informed education with evidence-based interventions such as peer support, attention to cultural differences, and empowerment. Nursing resilience is a crucial topic to this effort, with higher levels of resilience being associated with reduced psychological harm and increased well-being (Cooper, 2021).
However, implementing nurse resiliency has been challenging to teach to the nursing population. Debriefing is a valuable tool within the healthcare organization. It can be holistic, interprofessional, and collaborative, with the five defining attributes being present: educated/experienced facilitator, environment, education, evaluation, and emotions (Toews, 2021). To improve patient care, debriefing should become a routine practice at the bedside. Healthcare professionals need more education on how to conduct debriefings effectively, and leadership should provide support for these post-event discussions. This approach would mirror the debriefing process that takes place in academic settings after simulations.
Notes
References:
Cooper, A. L., Brown, J. A., & Leslie, G. D. (2021). Nurse resilience for clinical practice: An integrative review. Journal of Advanced Nursing, 77(6), 2623-2640.
Gilroy, H. (2022). The healers are broken: A call for trauma-informed professional development in nursing. Journal for Nurses in Professional Development, 38(5), 273-278.
Phillips, E., Smith, S., Tallentire, V., & Blair, S. (2023). Systematic review of clinical debriefing tools: attributes and evidence for use. BMJ Quality & Safety. https://doi.org/10.1136/bmjqs-2022-015464.
Toews, A. J., Martin, D. E., & Chernomas, W. M. (2021). Clinical debriefing: a concept analysis. Journal of clinical nursing, 30(11-12), 1491-1501.
Zinns, L., Welch-Horan, T., Moore, T., Ades, A., Wolfe, H., & Mullan, P. (2020). Implementation of an Innovative, Multiunit, Postevent Debriefing Program in a Children's Hospital.. Pediatric Emergency Care. https://doi.org/10.1097/PEC.0000000000001898.
Sigma Membership
Beta Beta (Dallas)
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Acute Care, Simulation, Theory, Debriefing, Clinical Practice
Recommended Citation
Nguyen, Ryan; Thompson, Zechariah; and Cherian, Renjith, "Addressing Debriefing Needs: Enhancing Clinical Practice and Academic Preparedness" (2025). International Nursing Research Congress (INRC). 132.
https://www.sigmarepository.org/inrc/2025/posters_2025/132
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Addressing Debriefing Needs: Enhancing Clinical Practice and Academic Preparedness
Seattle, Washington, USA
An estimated 18% of inpatient post-event debriefings occur (Zinns, 2020). Debriefing have seldom occurred with the bedside staff, with one issue being the use of trained facilitators. However, in the academic setting, debriefing is a standard practice for student learning post-simulation. Increasing the education of debriefing and using clinical debriefing tools can improve patient outcomes, increase nurse resiliency, and decrease burnout related to traumatic experiences (Philips).
Professionals in healthcare are experiencing a rise in burnout and post-traumatic stress disorder. This is partly due to the COVID-19 pandemic, but this issue existed long before the pandemic started (Gilroy, 2022). There has been an increase in demand for trauma-informed education with evidence-based interventions such as peer support, attention to cultural differences, and empowerment. Nursing resilience is a crucial topic to this effort, with higher levels of resilience being associated with reduced psychological harm and increased well-being (Cooper, 2021).
However, implementing nurse resiliency has been challenging to teach to the nursing population. Debriefing is a valuable tool within the healthcare organization. It can be holistic, interprofessional, and collaborative, with the five defining attributes being present: educated/experienced facilitator, environment, education, evaluation, and emotions (Toews, 2021). To improve patient care, debriefing should become a routine practice at the bedside. Healthcare professionals need more education on how to conduct debriefings effectively, and leadership should provide support for these post-event discussions. This approach would mirror the debriefing process that takes place in academic settings after simulations.
Description
Debriefing is underutilized concerning the critical emotional and traumatic aspects of staff participation at the moment. Increasing debriefing trained personnel will decrease traumatic experiences and also decrease nurse burnout.