1. Allen, Cynthia L. PhD, FNP-BC
  2. Whitt, Karen J. PhD, AGN-BC, FNP-C, FAANP
  3. Pericak, Arlene MS, DA, FNP-C, FAANP
  4. Knestrick, Joyce M. PhD, FNP-BC, FAANP, FAAN
  5. Braungart, Carol Fritz DNP, ACNP-BC, FNP-BC
  6. Beebe, Sarah MSN, CNM, WHNP-BC, CHSE
  7. McNelis, Angela M. PhD, RN, CNE, ANEF, FAAN

Article Content

Using i-Human Patient (iHP) cases for asynchronous clinical coursework with weekly 2-hour synchronous debriefing sessions is an innovative approach for teaching family nurse practitioner students. During debriefing sessions, faculty select one patient case all students complete during the week and, guided by iHP performance data, facilitate discussion that contributes to reflective, insightful practice experiences. The case is presented by a student group leader as another student "scribes" on a shared screen. Using performance data, such as frequently missed tasks/questions, debriefers ask key reflective questions to gain insight into clinical reasoning. Debriefing-facilitated student dialogue reveals knowledge, skills, and attitudes vital to competently transition into clinical practice and provides opportunities for self-reflection. These sessions generate "aha moments" through dynamic discussion, similar to grand rounds where providers engage in case discussions. Moreover, debriefing offers opportunities to compare and contrast cases for reflective insight to further highlight the significance of history taking and diagnostic reasoning.1 Integrating active learning through a structured approach with screen-based simulation enhances clinical experience and competency-based education across the life span.




1. Dekhtyar M, Park YS, Kalinyak J, et al Use of a structured approach and virtual simulation practice to improve diagnostic reasoning. Diagnosis (Berl). 2021;9(1):69-76. doi:10.1515/dx-2020-0160 [Context Link]