The Promoting Excellence and Reflective Learning in Simulation (PEARLS) Approach to Health Care Debriefing: A Faculty Development Guide

Adam Cheng*, Vincent Grant, Traci Robinson, Helen Catena, Kevin Lachapelle, John Kim, Mark Adler, Walter Eppich

*Corresponding author for this work

Research output: Contribution to journalArticle

20 Scopus citations

Abstract

The Promoting Excellence and Reflective Learning in Simulation (PEARLS) blended approach to debriefing encourages educators to purposefully merge various debriefing strategies to tailor discussion to learner needs and learning context. While debriefing is a key component to simulation-based education, few resources exist to promote implementation of specific debriefing approaches. In response to growing demands from simulation programs and facilitators wishing to teach the PEARLS approach to debriefing, we offer a collection of resources to serve as a faculty development guide for implementation of PEARLS. In this article, we discuss common pitfalls and associated solutions when using PEARLS to facilitate debriefings and offer a PEARLS debriefing checklist that can serve as a tool for providing peer feedback on debriefing performance.

Original languageEnglish (US)
Pages (from-to)419-428
Number of pages10
JournalClinical Simulation in Nursing
Volume12
Issue number10
DOIs
StatePublished - Oct 1 2016

Keywords

  • blended
  • debriefing
  • educator
  • faculty development
  • simulation
  • training

ASJC Scopus subject areas

  • Modeling and Simulation
  • Education
  • Nursing (miscellaneous)

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