The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application Among Baccalaureate Nursing Students
Debriefing offers an opportunity to ensure that students can master critical components of nursing that they might not otherwise learn and to remove epistemological roadblocks to knowledge acquisition. Within this study, Debriefing for Meaningful Learning (DML), a theoretically-derived, evidence bas...
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ftuninorthcoloir:oai:digscholarship.unco.edu:dissertations-1510 2024-06-23T07:52:23+00:00 The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application Among Baccalaureate Nursing Students Loomis, Ann Louise 2018-05-01T07:00:00Z application/pdf https://digscholarship.unco.edu/dissertations/518 https://digscholarship.unco.edu/context/dissertations/article/1510/viewcontent/Loomis_unco_0161D_10631.pdf unknown Scholarship & Creative Works @ Digital UNC https://digscholarship.unco.edu/dissertations/518 https://digscholarship.unco.edu/context/dissertations/article/1510/viewcontent/Loomis_unco_0161D_10631.pdf Dissertations College of Natural and Health Sciences Nursing Nursing Student Work text 2018 ftuninorthcoloir 2024-05-27T23:52:11Z Debriefing offers an opportunity to ensure that students can master critical components of nursing that they might not otherwise learn and to remove epistemological roadblocks to knowledge acquisition. Within this study, Debriefing for Meaningful Learning (DML), a theoretically-derived, evidence based and structured debriefing method, was used to explore student’s knowledge acquisition, knowledge retention, and application of knowledge from one patient situation to a different, yet parallel, situation. This quasi-experimental pretest, posttest study explored the impact of the type of debriefing method on the development of knowledge, knowledge retention, and knowledge application. Eighty-two prelicensure baccalaureate nursing students, enrolled in an adult health (medical-surgical nursing) theory course, participated in this study testing the use of Debriefing for Meaningful Learning compared with customary debriefing. The outcomes of this study revealed a significant difference in knowledge acquisition, knowledge retention, and knowledge application with DML compared to customary debriefing. These findings are significant for nurse educators using simulation to potentiate clinical learning in prelicensure students and add to the growing evidence regarding the impact of debriefing. Text DML Scholarship & Creative Works @ Digital UNC (University of Northern Colorado) |
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Scholarship & Creative Works @ Digital UNC (University of Northern Colorado) |
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College of Natural and Health Sciences Nursing Nursing Student Work |
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College of Natural and Health Sciences Nursing Nursing Student Work Loomis, Ann Louise The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application Among Baccalaureate Nursing Students |
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College of Natural and Health Sciences Nursing Nursing Student Work |
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Debriefing offers an opportunity to ensure that students can master critical components of nursing that they might not otherwise learn and to remove epistemological roadblocks to knowledge acquisition. Within this study, Debriefing for Meaningful Learning (DML), a theoretically-derived, evidence based and structured debriefing method, was used to explore student’s knowledge acquisition, knowledge retention, and application of knowledge from one patient situation to a different, yet parallel, situation. This quasi-experimental pretest, posttest study explored the impact of the type of debriefing method on the development of knowledge, knowledge retention, and knowledge application. Eighty-two prelicensure baccalaureate nursing students, enrolled in an adult health (medical-surgical nursing) theory course, participated in this study testing the use of Debriefing for Meaningful Learning compared with customary debriefing. The outcomes of this study revealed a significant difference in knowledge acquisition, knowledge retention, and knowledge application with DML compared to customary debriefing. These findings are significant for nurse educators using simulation to potentiate clinical learning in prelicensure students and add to the growing evidence regarding the impact of debriefing. |
format |
Text |
author |
Loomis, Ann Louise |
author_facet |
Loomis, Ann Louise |
author_sort |
Loomis, Ann Louise |
title |
The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application Among Baccalaureate Nursing Students |
title_short |
The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application Among Baccalaureate Nursing Students |
title_full |
The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application Among Baccalaureate Nursing Students |
title_fullStr |
The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application Among Baccalaureate Nursing Students |
title_full_unstemmed |
The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application Among Baccalaureate Nursing Students |
title_sort |
impact of debriefing for meaningful learning on knowledge development, knowledge retention, and knowledge application among baccalaureate nursing students |
publisher |
Scholarship & Creative Works @ Digital UNC |
publishDate |
2018 |
url |
https://digscholarship.unco.edu/dissertations/518 https://digscholarship.unco.edu/context/dissertations/article/1510/viewcontent/Loomis_unco_0161D_10631.pdf |
genre |
DML |
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DML |
op_source |
Dissertations |
op_relation |
https://digscholarship.unco.edu/dissertations/518 https://digscholarship.unco.edu/context/dissertations/article/1510/viewcontent/Loomis_unco_0161D_10631.pdf |
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1802643665054597120 |