Evaluating Debriefing Methods For High Fidelity Simulation
The purpose of this study is evaluating effectiveness of debriefing. The PICO(T) question asks “for nurse educators debriefing in simulation (P) how does using the Debriefing for Meaningful Learning (DML) method (I) compared to other simulation debriefing methods (C) influence simulation debriefing...
| Main Authors: | , , |
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| Other Authors: | |
| Format: | Article in Journal/Newspaper |
| Language: | English |
| Published: |
2016
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10755/620639 http://www.nursinglibrary.org/vhl/handle/10755/620639 |
| Summary: | The purpose of this study is evaluating effectiveness of debriefing. The PICO(T) question asks “for nurse educators debriefing in simulation (P) how does using the Debriefing for Meaningful Learning (DML) method (I) compared to other simulation debriefing methods (C) influence simulation debriefing effectiveness as evidenced by a debriefing evaluation?” Simulation creates problems for educators to ensure the experience meets best practice standards and guarantee quality learning opportunities. A comprehensive literature search was completed using online databases for evidenced based peer reviewed articles. Faculty driven debriefing, high-fidelity simulation, debriefing comparisons, effective debriefing, and the Debriefing for Meaningful Learning Method (DML) were inclusion criteria. |
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