Debriefing for Meaningful Learning (DML): Connecting the Dots

• Main Authors: Scott, Ann, Catledge, Courtney
• Other Authors: Alpha Xi
• Format: Conference Object
• Language: English
• Published: 2017
• Subjects: Debriefing; Education; Experiential Learning; DML
• Online Access: http://hdl.handle.net/10755/621475; http://www.nursinglibrary.org/vhl/handle/10755/621475

Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship Debriefing for meaningful learning (DML) is a facilitated approach to learning. It combines experiential learning with reflective discussion. It is commonly utilized in nursing education in combination with high fidelity simulation (HFS) (Dreifuerst, 2015). Through the use of debriefing by meaningful learning technique and concept mapping, students are challenged to think critically. DML enhances students' clinical reasoning and judgment skills through reflective learning. The method of reflection supports students’ ability to translate their thinking, in the context of clinical experience or experiential learning, into actionable knowledge and decision making, thereby enhancing learning and fostering new reasoning and understanding that can be used in subsequent clinical encounters (Zigmont, Kappus, Sudikoff, 2011). DML offers a three phase approach to learning which include the 3 D’s, diffusing, deepening, and discovering (Zigmont, Kappus, Sudikoff, 2011). Each phase will be explored and expanded upon giving insight into the reflective learning process which allows students to connect the dots between theory and practice. DML technique is a student led learning experience with the faculty serving in a facilitator role. Debriefing allows dissemination of active learning to every member of the group as participants are more able to fully think through and discuss what has transpired, gain a more in-depth understanding and appreciation of knowledge, and retain knowledge and skills for future application. A variety of DML techniques will be explored with the aim of showcasing how DML can be employed in various student and faculty interactions including to explore experiences post completion of group work, formative and summative evaluation of student research groups, and student led organization as well as throughout advisement interactions. This project will explore how DML helps students connect the dots from theory to practice using the 3 D’s and find creative ways to incorporate DML into academic encounters resulting in improved outcomes and enhanced student success.