Tara22

Thanks for your posts everyone. High-fidelity means life-like. High-fidelity manikins are the high-tech manikins (SimMan, MEDI) that can be computer programed to show vital signs on a monitor, drop BP, change cardiac rhythms. Catheters can be inserted, IV fluids can be infused and the instructor can use voice over-technology to seem like the manikin is speaking. I agree that reflection differs from debriefing. Here are a few more questions for anyone to answer: How does reflection differ from debriefing? When you reflect on a simulation, what is going on in your mind? How important is the role of the instructor in facilitating reflection? What is helpful? What is not? Again, I appreciate your time in answering these questions. Hopefully, one day there will be a "model of communication" that Care1 spoke of in the post!

I am a doctoral candidate interested in uncovering nursing students' and faculty's beliefs and practices about the use of reflection following simulation learning. My intent is to help improve teaching practices, reflective thinking among students and ultimately improve patient care. Faculty and students: Please answer the following 3 questions and respond to others' posts as well. 1. Do you facilitate or participate in debriefing sessions following high-fidelity simulations? 2. Do you feel that you (or your students) have an opportunity to reflect during debriefing? If so, how? 3. What are your beliefs about student reflection following simulation experiences? By posting your reply, you are consenting to be in this study. Participants' names will be assigned a numeric code so that usernames will not be published. Thank you very much for your input!!!

I'm wondering how long it has taken some of you to go from thinking of your loved one as a physical "shell" to regarding them more as a memory?