Using Debriefing for Meaningful Learning With Screen-Based Simulation
Background COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected. Problem Failing to include debriefing with screen-based simulation could negatively impact student learning outcom...
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e-Publications@Marquette
2021
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| Online Access: | https://epublications.marquette.edu/nursing_fac/920 https://epublications.marquette.edu/context/nursing_fac/article/1912/viewcontent/dreifuerst_14345.pdf https://epublications.marquette.edu/context/nursing_fac/article/1912/filename/0/type/additional/viewcontent/dreifuerst_14345acc.docx |
| Summary: | Background COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected. Problem Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes. Approach Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience. Conclusion By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care. |
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