Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation
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 reflectio...
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ftmarquetteuniv:oai:epublications.marquette.edu:nursing_fac-1764 2023-06-11T04:11:17+02:00 Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation Dreifuerst, Kristina 2012-01-01T08:00:00Z application/pdf 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 unknown e-Publications@Marquette 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 College of Nursing Faculty Research and Publications Medicine and Health Sciences Nursing text 2012 ftmarquetteuniv 2023-05-08T06:39:10Z 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. Text DML Marquette University: e-Publications@Marquette |
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Marquette University: e-Publications@Marquette |
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ftmarquetteuniv |
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Medicine and Health Sciences Nursing |
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Medicine and Health Sciences Nursing Dreifuerst, Kristina Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation |
topic_facet |
Medicine and Health Sciences Nursing |
description |
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. |
format |
Text |
author |
Dreifuerst, Kristina |
author_facet |
Dreifuerst, Kristina |
author_sort |
Dreifuerst, Kristina |
title |
Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation |
title_short |
Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation |
title_full |
Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation |
title_fullStr |
Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation |
title_full_unstemmed |
Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation |
title_sort |
using debriefing for meaningful learning to foster development of clinical reasoning in simulation |
publisher |
e-Publications@Marquette |
publishDate |
2012 |
url |
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 |
genre |
DML |
genre_facet |
DML |
op_source |
College of Nursing Faculty Research and Publications |
op_relation |
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 |
_version_ |
1768386230697852928 |