Prebriefing: A Historical Perspective and Evolution of a Model and Strategy (Know: Do: Teach)

Abstract

Background: Prebriefing research and evidence has been emerging over the past ten years; however, controversy has existed on how much information to provide to learners and on the best strategies to prepare learners. An adult learning and Benner's Novice to Expert Framework are used to support this work. Method: The purpose of this article is to discuss the historical aspects of prebriefing research and study from its infancy to the current body of work. A prebriefing model of preparing students for simulation is described, as well as its development through simulation literature, research, and experience in facilitation practice. Results: A three-phase prebriefing model was developed that includes planning, briefing, and facilitating. An active engaged preparation strategy called Know: Do: Teach is provided, as well as the background for how it was developed according to literature surveillance, research, and simulation practice and experience. Conclusion: Prebriefing strategies may be one way to transition students from knowledge to the clinical thinking required for nursing practice. This model shows promise for the development of engaged student learning before simulation, as well as a guide for novice simulation educators to develop prebriefing activities.