learning. The debriefing session is not for lecturing. The role of the faculty leading the debriefing is to guide students through the reflective process of debriefing in a structured manner. The aim is to reflect on and make sense of the experience, improve understanding and clinical reasoning, and relate the learning to future experiences (Driefuerst, 2015).
Debriefing for Meaningful Learning (DML) is an evidence-based debriefing method for use in both the simulation and clinical settings. The DML is rooted in Socratic questioning and guided reflection. Socratic questioning is a method of asking questions, so students may reveal answers to problems. The phases of DML include: engage, explore, explain, elaborate, evaluate, and extend.
Needles and other sharps are not to be disposed of in the regular trash.
Sharps containers are placed in each lab room.
Needles provided in the practice lab are for use on manikins only.
Students are not to use needles for injections before they have been instructed in class on proper use and safety.
Needles used in the lab will be secure at the end of each day and whenever the lab is not in use for practice.
Recapping of needles is discouraged. One hand recapping can be used if student is participating in repetitive practice session. Needle must be discarded in sharps container at end of each individual's practice session.
Most needles and syringes are safety needle or syringes.
Most gloves used in the lab are latex free. Gloves are donated in limited supply and some may not be latex free.
Clean needle stick injury protocol:
Report to faculty or lab staff immediately.
Immediately place needle in sharps container to avoid contact with anyone else.
Clean area with soap and water or hand sanitizer.