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6th World Nursing and Healthcare Conference

London, UK

Kathleen Becker

Kathleen Becker

The Johns Hopkins University, USA

Title: Interprofessional debriefing: A novel synthesis of the 3D model and systems centered therapy


Biography: Kathleen Becker


Interprofessional education (IPE) and collaborative practice is a core competency in the education of health professionals in the United States and Europe. Defined as learners from “two or more professions learning with, from, and about each other to improve collaboration and quality of care ”. 1 IPE integrates the understanding of different health care providers’ roles and educational culture with clinical care experiences. IPE is formative, process driven and experiential. Debriefing, or facilitated reflection and discussion is an integral aspect of experiential education and is used extensively in interprofessional education3. Debriefing is the time that follows a simulated or actual clinical experience when the student and preceptor revisit the encounter reflectively and learn from the events that occurred. Debriefing can develop learners’ critical thinking, problem-solving, and interpersonal skills, potentially establishing a foundation for lifelong learning and effective interprofessional, collaborative practice. In this presentation we describe a novel application and synthesis of two complementary models of debriefing, the 3D Model 2 and System Centered Therapy3. This newly conceptualized model provides a more robust approach to the debriefing encounter and offered the opportunity to address learner anxiety and group dynamics. Twenty-six faculty representing four professions; nursing, medicine, pharmacy and spiritual care utilized this debriefing approach in a longitudinal IPE curriculum. Debriefing and facilitated reflection occurred in small interprofessional student groups (nurse practitioner, pharmacy and pastoral care trainees) after 3 separate learning experiences; a discovery and team building exercise, a standardized patient simulation, and home visits. Qualitative and quantitative data that describes faculty experiences in applying the model and evaluating its utility with interprofessional groups of students will be described as will recommendations for future applications