Debriefing entre iguales como herramienta de aprendizaje para la formación de enfermerasexperiencia en posgrado de emergencias extrahospitalarias

Laburpena

The use of high fidelity clinical simulation as a teaching methodology in nurse training has increased in recent years after have been shown to be an effective tool. In order to improve its performance and achieve the proposed objectives, in addition to the creation of realistic scenarios, it is essential to carry out the following phases: Briefing: introduction of the participants to the simulation experience, in order to familiarize themselves and understand it. It also allows the creation of a stimulating working environment where participants can express themselves freely. Debriefing: rigorous and orderly conversation where participants analyze and reflect on the actions performed and the feelings and emotions experienced during the development of the simulated scenario. It is considered a key element for the learning process. Traditionally it has been provided by an instructor with experience and previous training, without any evidence to support it as the only effective method. In recent years, higher education has evolved to adapt to the demands of today's society, with student-centered teaching methodologies appearing. The use of these methodologies is increasingly common, since they allow the training of reflective, autonomous professionals with a capacity for self-criticism. In this context arises the peer-led debriefing, where the reflective process is guided by the participants themselves. The objective of this paper is to discover, from the participants' own perspective, the changes that the peer-led debriefing produces in the learning process in nurses enrolled in a postgraduate degree, after a high fidelity clinical simulation experience. To this end, a mixed method of research was used, in order to understand in greater depth the answers obtained for the question posed. On the one hand, the qualitative, phenomenological approach, in +/hich through observation and in-depth interviews were obtained the reflections of the participants zbout the lived experience. On the other, the quantitative approach, through an experimental analytical study, yielded data on the effectiveness, evaluation and satisfaction of this new method on learning, thanks to descriptive and inferential statistics. Thanks to the results obtained, we can conclude that peer-led debriefing can be considered a 'ceof for learning based on clinical simulation of high fidelity, alternative to traditional debriefing, In the training of post-graduate nurses with prior professional experience. For the participants, this method supposes a satisfactory experience that allows them to learn through a deep reflection on the lived event; favoring the appearance of critical thinking. The transfer of this learning to clinical practice will contribute to the development of critical and reflective professionals, thus improving the quality of care. To achieve this meaningful learning through debriefing, this one must occur in an environment of equality, without hierarchies. The creation of such a space is favored by the Peer_led debriefing, because the presence of the instructor is associated with a lower participation of students; being able to compromise said process. This change in teaching methodology allows students to become aware of their ability to learn independently thanks to their own reflections, along with those of their peers, Showing their predilection for this method. To achieve maximum effect on learning, the teacher must choose the debriefing facilitation model that best suits the characteristics of the participants, being the clinical experience of the same a decisive factor.