Optimizing Interprofessional Simulation with Intentional Pre-Briefing and Debriefing

Abstract

The use of simulation and interprofessional education (IPE) has been shown to enhance healthcare student and provider confidence, strengthen teamwork, and improve patient outcomes. Although debriefing has been widely practiced and studied, the value of intentional pre-briefing has been recently recognized. At the University of the Incarnate Word (UIW), Doctor of Physical Therapy (DPT) and Bachelor of Science in Nursing (BSN) students engaged in a simulation with multiple acute care scenarios. The goal of this activity was to foster competence and confidence in coordinating care for patients with complex medical conditions while functioning as integral members of a team. Faculty members recognized an opportunity to practice interprofessional care coordination behaviors through this simulation. The activity was intentionally structured with three key components: (1) thorough advanced preparation, (2) a well-organized pre-briefing session encompassing pre-simulation orientation, and (3) a structured debrief that encouraged reflection on patient care prioritization. The simulation addressed the activity goals and provided students with opportunities for growth in the Interprofessional Education Collaborative (IPEC) core competencies.

Keywords:

• interprofessional education
• collaborative practice
• nursing
• physical therapy
• pre-briefing
• debriefing
• simulation

Position and Rationale

Intentional pre-briefing and debriefing are recognized standards of best practice for healthcare simulation and should be integrated into interprofessional health professions curricula. The authors maintain that interprofessional simulation, when accompanied by purposeful pre-briefing and debriefing, has the potential to boost confidence, elevate the quality of interprofessional collaboration, and refine the ability to effectively prioritize care during simultaneously unfolding scenarios. To substantiate this position, the authors discussed interprofessional simulation, including the critical phases of pre-briefing and debriefing, and presented a practical activity that could be easily implemented in health professions curricula.

Ethical Approval

The University of the Incarnate Word Institutional Review Board approved exempt protocol 12-08-003, based on HHS category 45 CFR 46.101(b)(1): Research conducted in established or commonly accepted educational settings, involving normal educational practices, such as (i) research on regular and special education instructional strategies or (ii) research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods.

Disclosure

The authors report no conflicts of interest in this work.