Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation

• Main Author: Dreifuerst, Kristina
• Format: Text
• Language: unknown
• Published: e-Publications@Marquette 2012
• Subjects: Medicine and Health Sciences; Nursing; DML
• Online Access: https://epublications.marquette.edu/nursing_fac/763; https://epublications.marquette.edu/context/nursing_fac/article/1764/viewcontent/Dreifuerst_14003.pdf; https://epublications.marquette.edu/context/nursing_fac/article/1764/filename/0/type/additional/viewcontent/Dreifuerst_14003acc.docx

Debriefing is critical to learning from simulation experiences, yet the literature reports little research describing best practices within nursing. Debriefing for Meaningful Learning (DML) is a systematic process for debriefing in which teachers and students explicate different aspects of reflection and generate new meanings from simulation experiences. The purpose of this exploratory, quasi-experimental, pretest–posttest study was to test the relationship of DML on the development of clinical reasoning skills in prelicensure nursing students when compared with customary debriefing strategies and on students’ perception of quality of the debriefing experience. Analysis of data demonstrated a greater change in clinical reasoning skills and identification of higher-quality debriefing and a positive correlation between clinical reasoning and perception of quality. Findings demonstrate that DML is an effective debriefing method. It contributes to the body of knowledge supporting the use of debriefing in simulation learning and supports the development of best teaching practices.