The impact of power negotiations on nursing students learning processes in simulation scenario debriefing

Clinical simulation in nursing improves student`s ability to critical thinking, clinical judgement and clinical decision- making(1). The key elements to success are planning, pre- briefing, engagement, a realistic scenario with interruptions and debriefing (2). Debriefing is highlighted as the key element to obtain critical reflection and learning (3). During debriefing students and facilitators jointly explore what happened in the scenario, and what should be focus of the prospective learning process (4). The aim of this paper is to explore how the negotiations of power (5) in the simulation scenario debriefing have an impact on the learning process for novice nursing students. References: Zapko et al 2015: Interdisciplinary Disaster Drill Simulation: Laying the Groundwork for further Research. Nurse Education Perspective Nov. Dec. 36(6):379-82 Motola et al 2013: Simulation in healthcare education: A best evidence practical guide. Journal Medical teacher Rutherford- Hemming et al 2014: Implementing the Standards of best practice for simulation. Journal of Nurse Educator. Gardner 2013: Introducing Journal of Seminars of perinatology. Davies, B. (2009). Pedagogical encounters. New York: Peter Lang. Brinkman & Tanggaard 2015: Kvalitet I kvalitative studier. Kap. 25 I Brinkmann & Tanggaard (red.) Kvalitative metoder, en grundbog. Hans Reitzels forlag, 2. udgave, 1. oplag