Getting Started With Debriefing for Meaningful Learning
Debriefing for Meaningful Learning© (DML) is a method of debriefing that can be used in simulation environments and other clinical settings to foster student's reflective thinking and learning. It has been used successfully with prelicensure nursing students, graduate nursing students, and inte...
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ftmarquetteuniv:oai:epublications.marquette.edu:nursing_fac-1769 2023-06-11T04:11:17+02:00 Getting Started With Debriefing for Meaningful Learning Dreifuerst, Kristina 2015-05-01T07:00:00Z application/pdf https://epublications.marquette.edu/nursing_fac/768 https://epublications.marquette.edu/context/nursing_fac/article/1769/viewcontent/Dreifuerst_14008.pdf https://epublications.marquette.edu/context/nursing_fac/article/1769/filename/0/type/additional/viewcontent/Dreifuerst_14008acc.docx unknown e-Publications@Marquette https://epublications.marquette.edu/nursing_fac/768 https://epublications.marquette.edu/context/nursing_fac/article/1769/viewcontent/Dreifuerst_14008.pdf https://epublications.marquette.edu/context/nursing_fac/article/1769/filename/0/type/additional/viewcontent/Dreifuerst_14008acc.docx College of Nursing Faculty Research and Publications debriefing socratic questioning reflection clinical reasoning thinking like a nurse Medicine and Health Sciences Nursing text 2015 ftmarquetteuniv 2023-05-08T06:39:10Z Debriefing for Meaningful Learning© (DML) is a method of debriefing that can be used in simulation environments and other clinical settings to foster student's reflective thinking and learning. It has been used successfully with prelicensure nursing students, graduate nursing students, and interdisciplinary health care students throughout the nursing curriculum with positive learning outcomes. This method can be challenging to learn because it uses Socratic questioning and principles of active learning to uncover thinking associated with actions, but once learned, DML can be a model for reflective thinking that students can use to develop clinical reasoning and become reflective practitioners. Moreover, DML challenges taken-for-granted assumptions in an iterative yet consistent process of group dialog that students can use long into their practice. This article describes how faculty can get started using DML and demonstrates the iterative process of the method with examples from simulation debriefing. Text DML Marquette University: e-Publications@Marquette |
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Marquette University: e-Publications@Marquette |
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debriefing socratic questioning reflection clinical reasoning thinking like a nurse Medicine and Health Sciences Nursing |
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debriefing socratic questioning reflection clinical reasoning thinking like a nurse Medicine and Health Sciences Nursing Dreifuerst, Kristina Getting Started With Debriefing for Meaningful Learning |
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debriefing socratic questioning reflection clinical reasoning thinking like a nurse Medicine and Health Sciences Nursing |
description |
Debriefing for Meaningful Learning© (DML) is a method of debriefing that can be used in simulation environments and other clinical settings to foster student's reflective thinking and learning. It has been used successfully with prelicensure nursing students, graduate nursing students, and interdisciplinary health care students throughout the nursing curriculum with positive learning outcomes. This method can be challenging to learn because it uses Socratic questioning and principles of active learning to uncover thinking associated with actions, but once learned, DML can be a model for reflective thinking that students can use to develop clinical reasoning and become reflective practitioners. Moreover, DML challenges taken-for-granted assumptions in an iterative yet consistent process of group dialog that students can use long into their practice. This article describes how faculty can get started using DML and demonstrates the iterative process of the method with examples from simulation debriefing. |
format |
Text |
author |
Dreifuerst, Kristina |
author_facet |
Dreifuerst, Kristina |
author_sort |
Dreifuerst, Kristina |
title |
Getting Started With Debriefing for Meaningful Learning |
title_short |
Getting Started With Debriefing for Meaningful Learning |
title_full |
Getting Started With Debriefing for Meaningful Learning |
title_fullStr |
Getting Started With Debriefing for Meaningful Learning |
title_full_unstemmed |
Getting Started With Debriefing for Meaningful Learning |
title_sort |
getting started with debriefing for meaningful learning |
publisher |
e-Publications@Marquette |
publishDate |
2015 |
url |
https://epublications.marquette.edu/nursing_fac/768 https://epublications.marquette.edu/context/nursing_fac/article/1769/viewcontent/Dreifuerst_14008.pdf https://epublications.marquette.edu/context/nursing_fac/article/1769/filename/0/type/additional/viewcontent/Dreifuerst_14008acc.docx |
genre |
DML |
genre_facet |
DML |
op_source |
College of Nursing Faculty Research and Publications |
op_relation |
https://epublications.marquette.edu/nursing_fac/768 https://epublications.marquette.edu/context/nursing_fac/article/1769/viewcontent/Dreifuerst_14008.pdf https://epublications.marquette.edu/context/nursing_fac/article/1769/filename/0/type/additional/viewcontent/Dreifuerst_14008acc.docx |
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1768386224779689984 |