Simulation Pre-Brief Exercise

Simulation pre-brief
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Before embarking on a simulation exercise there is one very important step that must be undertaken by the student participants if they are to leverage fully on the exercise. Pre-brief, the first step, sets the footing for the entire simulation experience. During the pre-brief, the facilitator outline the objectives of the simulation exercise; both educational and clinical. A pre-brief for a simulation is important as it offers the students the capability to take advantage of the learning experience from the experience. The pre-brief usually consists of; identifying the required cognitive domain objectives, clarifying the knowledge and skills that students must possess prior to the simulation exercise, communicating about completing prerequisite assignments prior to participation in the simulation exercise, providing a pre-brief assignment, and identifying a ticket to enter (National Council of Sate Boards of Nursing, 2009).
A pre-brief should therefore include in its topics; a summary of the situation to be simulated, an explanation and expectations of each participant’s role and the safety precautions the participants should observe. Failure to perform a pre-brief by the facilitator would lead to unexpected results if the student participants are uncertain about the exercise, their roles and the purpose of the exercise. The pre-brief is an important exercise as it avoids the unexpected by orienting the students to the simulation environment. Human patients or manikins are used for effective teaching. This simulation for this scenario is a man with shortness of breath that has persisted for three days, is coughing and producing yellow sputum. Chest X-rays show he has pneumonia and is on IV antibiotic for fourteen days.
Bloom identifies six cognitive domains. Only three will be developed during the simulation exercise: knowledge, comprehension and application. This domain encompasses a hierarchical series of intellectual skills involving the acquisition and use of knowledge that ranges from simple recall to the ability to judge and evaluate learned material.
Knowledge domain refers behaviors and situations that emphasize on remembrance either by recognition or simple recall of specific concepts, content and abstract concepts. Students are capable of storing certain information in their mind and later remember is with subtle differences. The intellect at this level emphasizes on description and recognition (Krathwohl et al 2001).
Comprehension domain refers to the objectives, behaviors or responses that show understanding of the concepts without reference to support materials. The student reflects a parallel in meaning and responses. The intellect of this activity involves classification, explanation of conflicts in the results and interpretation of information in relation to the devising a treatment plan f...