ABSTRACT # 2

The following scale was applied for evaluation of each rubric item.

5 Excellent 4 Very Good 3 Good 2 Fair 1 Weak

Question Score 5 - 1

TITLE Does the wording in the title describe the ideas presented in the abstract? 3
Is the title succinct or too lengthy?
Does the title create interest in the reader?
OUTCOMES Are there measurable outcomes for the abstract? 5
Can session attendees envision what they will learn and how it will apply to their
work?
ABSTRACT Is the abstract well organized, appealing, clear, descriptive and interesting? 4
CONTENT Does the abstract have clarity and does the outline provided participants explicit
and thorough information?
CURRENCY/ Is the topic of interest to the intended audience? 5
IMPORTANCE Is the immediately relevant to practice?
Does the abstract propose an idea that is novel or of value to the field?
SUPPORT Does the abstract provide information to justify need for the presentation? 5
Is the abstract based on evidence?
Is the abstract clearly written and logically organized with all references properly
cited?
CONCLUSION Does the abstract strongly present the purpose of the presentation and 5
articulate the importance of the topic?
Are the important points stated in a clear manner?
TOTAL SCORE 27/30
Comments:
This session abstract is well done. There may have been some confusion as to the format of the assignment. It
looks like you used the example as a model, rather than the rubric. However, I was able to find all of the
requirements within this assignment. The rubric suggests that the title of the seminar describe the ideas in
the presentation. While succinct and interesting, it may be a good idea to add a little more detail about the
type of debriefing which will be discussed in order to spark more attendee interest. Overall, nice job. After
adjusting the format slightly, and expanding on the title, this abstract will be approved for the conference.
ABSTRACT # 2

Debrief for Relief Commented [xx1]: While catchy, the title does not explain
the objective of the course. Please expand upon this title to
Objectives introduce the concept further.. Consider a subtitle.

At the conclusion of this session the attendees will be able to;

1) Explain the implications of using debriefing in nursing student education.
2) Discuss how students may exhibit and overcome? anxiety and stress in a clinical or
simulation environment.
3) Describe opportunities in which debriefing would enhance nursing student learning. Commented [xx2]: Good achievable objectives.

Abstract
Making mistakes is human. Making mistakes in nursing care is frightening to nursing
students. Post-conference discussion as a debriefing session of the clinical day are an
opportunity for students to share their experiences and feelings (Gaberson, Oermann,
& Shellenbarger, 2015). Students can reflect on their feelings and performance
through examining their responses to their performance, understanding and discussing
what went wrong, and what changes would improve the outcome.
Purpose
The purpose of this session is to promote the use of debriefing in nursing education as
a valuable teaching strategy which encourages self-reflection and resiliency. Nursing
students experience stress in anxiety provoking situations such as direct patient care
or simulations (Schmidt & Haglund, 2017). Debriefing in undergraduate nursing
education has traditionally been highly structured for post-simulation experiences.
There is little evidence in the literature of superior methods or use for debriefing
(Dufrene & Young, 2014). Debriefing is under-utilized in nursing education.
Introduction
Making mistakes is human. Making mistakes in nursing care is frightening to nursing
students. Post-conference discussion as a debriefing session of the clinical day are an
opportunity for students to share their experiences and feelings (Gaberson, Oermann,
& Shellenbarger, 2015). Students can reflect on their feelings and performance
through examining their responses to their performance, understanding and discussing
what went wrong, and what changes would improve the outcome.
Methodology
 Case study
 Interactive group participation
 Debriefing exercise
 Open discussion
ABSTRACT # 2

The attendees will participate in an interactive case as the instructor for six pre-
licensure nursing students in the clinical setting. One of the students has had an
extremely difficult day. As a collective group, the attendees will participate in a Commented [xx3]: Good choice of learning activity.
debriefing exercise guided by the facilitator. Open discussion of the debriefing
activity and identifying application opportunities in nursing education will follow.
Evaluation/Results
Recent findings report the value of debriefing on student performance and confidence
even if it is performed in short impromptu sessions. The students learn to explore
what they intended to do with the outcome and the desired outcome. Students
benefit from debriefing in stress/anxiety reduction and development of self-reflective
skills in a low-risk setting (Eppich, Mullan, Brett-Fleegler & Cheng, 2016).
Conclusions/Recommendations Commented [xx4]: Excellent and succinct.

Debriefing is evidence-based to promote learning the culture of communication and

feedback (Eppich, Mullan, Brett-Fleegler & Cheng, 2016). Making mistakes is the
impetus for change and debriefing allows for reducing anxiety and stress and
improved student confidence in their performance. Instructors should be vigilant in
looking for signs of anxiety related distress in students to provide debriefing as an
intervention.
References
Dufrene, C. C., & Young, A. (2014). Successful debriefing: Best methods to achieve
positive learning outcomes: A literature review. Nurse Education Today, 34(3),
372-376. doi:10.1016/j.nedt.2013.06.026
Eppich, W. J., Mullan, P. C., Brett-Fleegler, M., & Cheng, A. (2016). “Let's talk about
it”: Translating lessons from health care simulation to clinical event debriefings
and coaching conversations. Clinical Pediatric Emergency Medicine, 17(3), 200-
211. doi:10.1016/j.cpem.2016.07.001
Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2015). Clinical teaching
strategies in nursing (4th ed.). New York, NY: Springer.
Schmidt, M., & Haglund, K. (2017). Debrief in emergency departments to improve
compassion fatigue and promote resiliency. Journal of Trauma Nursing, 24(5),
317-322. doi:10.1097/JTN.0000000000000315