Debriefing for Meaningful Learning: Implementing a Train-the-Trainer Program for Debriefers

Debriefing for Meaningful Learning (DML) is a method of debriefing grounded in the theory of reflection used following a simulation or clinical learning experience to engage participants in an interactive dialogue aimed at examining and evaluating their thinking and decision-making processes. With i...

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Bibliographic Details
Main Authors: Woda, Aimee A., Hansen, Jamie, Dreifuerst, Kristina, Johnson, Brandon Kyle, Loomis, Anne, Cox, Nolan, Sherraden Bradley, Cynthia
Format: Text
Language:unknown
Published: e-Publications@Marquette 2022
Subjects:
simulation
nursing education
educational objectives
continuing education
cost control
training
feedback
teachers
nurses
disease control
Medicine and Health Sciences
Nursing
DML
Online Access:https://epublications.marquette.edu/nursing_fac/931
https://epublications.marquette.edu/context/nursing_fac/article/1921/viewcontent/dreifuerst_15500.pdf
https://epublications.marquette.edu/context/nursing_fac/article/1921/filename/0/type/additional/viewcontent/dreifuerst_15500acc.docx
Description
Summary:Debriefing for Meaningful Learning (DML) is a method of debriefing grounded in the theory of reflection used following a simulation or clinical learning experience to engage participants in an interactive dialogue aimed at examining and evaluating their thinking and decision-making processes. With increasing adoption of DML worldwide, a sustainable training program for nurse educators is needed. Attending conferences and workshops that provide training is challenging for many nurse educators because of time and cost constraints. One promising solution is the train-the-trainer (TTT) model. In this article, the development and implementation of a TTT model of DML debriefer training, adaptable to both academic and clinical nursing professional development, is described.

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