Understanding interprofessional co-debriefing practices within large scale ward-based simulation

Abstract

Background

Despite growing use of interprofessional simulation in healthcare education, there is a lack of published frameworks to guide structured, co-facilitated debriefing between professions. This study explored how nursing and allied health facilitators engage in interprofessional co-debriefing within a large-scale, ward-based simulation program involving over 2000 health students.

Methods

Twelve interprofessional co-debriefings were observed and assessed using the debriefing assessment for simulation in healthcare (DASH) tool, with both rater (observer) and instructor (debriefer) versions. Mean debriefing assessment for simulation in healthcare (DASH) scores were compared across five core elements. Qualitative data from instructor short-answer responses and observer field notes were also analysed.

Results

Raters consistently scored debriefings higher than instructors, except where debriefers lacked formal training. Three key themes emerged: the interplay between co-facilitation and debriefing structure, uncertainty impedes curiosity and, ``phew, my students are chatty.''

Conclusion

This study is among the first to directly examine real-world interprofessional co-debriefing practices. It highlights the critical need for structured guidance in co-debriefing, identifies challenges unique to interprofessional facilitation, and provides practical insights to support the development of future interprofessional debriefing frameworks.