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Feedback and Debriefing in Simulation : a learning journey

Provide an insight of my learning journey (from a novice in debriefing to a much more confident practitioner running structured debrief simulation sessions) by demonstrating the critical analysis of the SHARP (Set learning objectives – How did it go ? – Address concerns – Review Learning Points – Plan ahead – see The London handbook of debriefing) model and literature which contributed to the learning journey • Demonstrate comprehensive understanding of the underpinning educational theory applied to healthcare simulation based learning • Develop “critical thinkers” through debriefing • Argument and evidence critical analysis for the social sciences. • Understand and demonstrate a critical awareness of aspects of debriefing and or feedback (evidence through a portfolio of teaching experience in the workplace) • SHARP model should be critically appraised in the respect of the literature and the practical application (discussion as to the rationale for use) • To enhance and continuously develop your practice going forwards • Psychological support via briefing, debriefing and peer support • Managing psychological in defriefings : a​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​ dynamic balance act • Peer coaching to improve debriefing • Quality in Simulation programs Sim Healthcare • Difficult debriefing situations • The role of debriefing in simulation based learning • Combining rigorous feedback with genuine inquiry • Simulation is not just a mannikin • Keeping a log on learning from the experience + reflections on the feedback I received from the peer observer • Consideration as to which models and theories I am linking my practice to • Critical evaluation of the effectiveness of the approach • How I will be moving forward, using the debriefing and feedback in the workplace • How I will continue to obtain peer observation feedback to enhance and inform practice • What connections and events I will take forward to remain current in the practice and whether I intend to publish my findings. • Demonstrate strong evidence of literature and models explored to help inform practice • Critically reflect on the notion of “self” in teaching personal strengths and weaknesses • Examine personal philosophy of learning • Critically appraise the nature evidence in medical education • Demonstrate the appropriate skills for facilitating learning and supporting an effective learning environment (portfolio) • Transformational learning and constructivism applied to simulation based le​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​arning, including extrinsic and extrinsic conversations during debriefing

Sample Solution

nd the staff. Staff have car parking spaces, good toilet facilities and the office, which are all at a good standard. According to Maslow’s (1943) hierarchy of needs which outlines the importance of basic needs being met. This framework sets out five tiers of an individual’s life. The lowest level is physiological needs; the very basic needs that are being met in the work place. The second tier is safety and security which is more intricate as it’s a sense of security and safety from harm. In the case study setting it is important that the deputy manager keeps up to date with the health and safety alongside legislations, policies, daily checks, passwords and security. This appears to link closely to Herzberg’s (1974:18) hygiene and motivation theory he states the factors leading to job satisfaction as “separate and distinct from those that lead to job dissatisfaction.” Therefore, if leaders eliminate dissatisfying job factors, they may create harmony, however this may not enhance performance. This he suggests placates your workforce instead of motivating them to improve performance. Stead (1972) applied the two-factor theory in a person communication model. He found that this resulted in a communication breakdown because messages were coded as intrinsic by the manager but decoded as extrinsic by the employee. Rodd (2006) draws attention to individuals being social beings with a need to belong and have a place within society. This suggests the way society shape’s and understands the nature of organised social action, and the possibilities of its progress could be seen that the concept and practice of leadership, alongside its variant forms of direction and control, are strongly recognised and needed that the absence of leadership may be seen as an absence of organisation. The setting according to Maslow could be seen as a safe environment as there are locks on the doors and gates which could be seen to make staff and children feel safe and secure. All these attributes ensure staff come to work knowing that their basic needs are being met, however does this inspire them and motivate them to excel in their position. By providing these basic needs does it help to reach the goals and visions. Clarke (2012) notes this as a cause of concern as many people equate leadership with being in charge yet are not themselves in position of authority. Rodd (2013) suggests that understanding leadership in early years’ setting’s has been plagued by its confusion with the concept of management. Poole (2011) points out the differences between leadership and management. He explains that leaders empower and develop others whereas managers manage functions, processes and people. This could be seen that although efficient strategies are being applied they do not maximise the full potential of people. Schon (2000) states you can be a leader without being a manager and you can be a manager without leading. Within practice staff recognise other members of the setting as ‘leaders’ and ‘managers’. The ILM (2016) identify five separate dimensions of great leadershi
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