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

• 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

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.