Clinical placement: prebriefing and debriefing as teaching strategies.

An everyday session in the clinical setting is distinguished from conventional debriefing in critical incident or post-trauma emergency situations and the group processes described can also be used to defuse fears before students experience clinical placement.

Abstract

This paper discusses use of debriefing processes as a teaching strategy. Such an everyday session in the clinical setting is distinguished from conventional debriefing in critical incident or post-trauma emergency situations. The group processes described can also be used to defuse fears before students experience clinical placement. Debriefing sessions are most valuable following the clinical placement day when students' heads may be whirling from over-stimulation of various kinds. The sessions facilitate use of therapeutic communication skills. They work with student emotions and affirm feelings as an integral aspect of teaching-learning. They also provide a forum in which students may practise assertive interventions in role play relevant to specific unsatisfactory interactions experienced on the ward. Positive feedback from the clinical teacher and peers helps build up student confidence.