Socratic Questions That Would Be Asked During the Debriefing The instructor will challenge assumptions and logical fallacies as they arise in the discussions by asking the following questions: Can you prove or disprove the assumption that effective interprofessional communication contributes to better patient outcomes? What are the consequences of upholding ethics in all situations? What effect would incivility in the workplace have?

Socratic Questions That Would Be Asked During the Debriefing The instructor will challenge assumptions and logical fallacies as they arise in the discussions by asking the following questions: Can you prove or disprove the assumption that effective interprofessional communication contributes to better patient outcomes? What are the consequences of upholding ethics in all situations? What effect would incivility in the workplace have?

Interactions Between the Characters That Demonstrates:

Interprofessional Communication

Interprofessional communication refers to when health providers communicate with each other, patients and their families, in a transparent, collaborative, and responsible way (Clark, 2019). In the scenario, the RN and HCP are required to communicate effectively when discussing Ms. J. Interprofessional communication is demonstrated when the HCP finally pays attention to the RN and apologizes for making false conclusions. It is also demonstrated when the HCP and RN discuss the available options for Ms. J and come to an understanding of what they should consider.

Ethics

Ethics refers to a principle that defines what is expected in terms of right and wrong concerning behavior (Milliken, 2018). In the case scenario, the RN upholds the ethical principle of beneficence and nonmaleficence when he says, “Let us see which options are available that will promote better outcomes and have minimal side effects.” He also upholds autonomy when he says, “We should present the alternatives to the patient together so that she can make an informed decision.” The HCP exhibits a work ethic when she says, “We should also present what is affordable since she is a Medicaid patient.”

Civility

Civility refers to behaviors that preserve the norms for mutual respect in the workplace and reflects concern for others (Clark, 2019). In the case study, the NE demonstrates civility when he tries to calm the two providers who are in a heated argument. It is also exhibited when the HCP apologizes to the RN and talks with him respectfully. The RN and HCP also collaborate and teams up to discuss the patient’s care.

Part 3: Debriefing

Role of Debriefing with Experiential Learning Activities

Debriefing refers to the facilitation of learning from the experience and is conducted as a planned, integral element of the learning activity. It is a dialogue between two or more individuals, where they discuss the actions and thought processes involved in a particular case scenario (Johns, Moyer & Gasque, 2017). Besides, it is an essential strategy that allows learners to learn from mistakes and to improve their performance in the future. Debriefs are carried out immediately after the experiential learning activity is concluded when memories of events and feelings about the learning experience are still fresh in the minds of the learners (Johns et al., 2017). The role of debriefing is to identify elements of team performance that went well and those that did not. The discussion focuses on identifying opportunities for improvement at the individual, team, and system-level (AHRQ, 2019).  Debriefing adds value to what is already happening or what the learners have learned. It increases awareness of other perspectives and enables learners to enhance their communication and learning skills.

Debriefing aims at enabling learners to clarify, achieve, and even surpass the set objectives. It also uses success or failure as a means of learning and development for the learners. Debriefing makes the learning benefits tangible and provides useful information for the evaluation of the learning activity. It has a role in improving prospects for the effective transfer of learning (Johns et al., 2017).  Furthermore, debriefing allows the instructor to communicate to the learners that he/she cares about what they have experienced and value what the learners have to say. It also shows that the instructor is interested in the progress of each learner’s learning and development.

How Debriefing of Selected Learners Will Occur

Once I am confident that the learners are adequately equipped with the required communication and group processing skills and functional knowledge on interprofessional communication, ethics, and civility, I will proceed with debriefing. Debriefing will involve several students who will be selected voluntarily, whose purpose will involve discussing their thoughts on the learning activity. The debriefing of the selected number of learners will follow the three phases of debriefing, namely, description, analysis, and application phases.  For the debriefing to be effective, it will be conducted in a way that will support learning and focus on understanding why an action in the case study made sense to the learner.

In the description phase, the instructor will generally draw out perspectives from the learners about how the events unfolded in the case scenario and request them to describe their reactions to these events. Learners will be asked to provide an objective account of wh