Using debriefing for meaningful learning to foster development of clinical reasoning in simulation

Kristina Thomas Dreifuerst

Research output: Contribution to journalArticle

129 Citations (Scopus)

Abstract

Debriefing is critical to learning from simulation experiences, yet the literature reports little research describing best practices within nursing. Debriefing for Meaningful Learning (DML) is a systematic process for debriefing in which teachers and students explicate different aspects of reflection and generate new meanings from simulation experiences. The purpose of this exploratory, quasi-experimental, pretest-posttest study was to test the relationship of DML on the development of clinical reasoning skills in prelicensure nursing students when compared with customary debriefing strategies and on students' perception of quality of the debriefing experience. Analysis of data demonstrated a greater change in clinical reasoning skills and identification of higher-quality debriefing and a positive correlation between clinical reasoning and perception of quality. Findings demonstrate that DML is an effective debriefing method. It contributes to the body of knowledge supporting the use of debriefing in simulation learning and supports the development of best teaching practices.

Original languageEnglish (US)
Pages (from-to)326-333
Number of pages8
JournalJournal of Nursing Education
Volume51
Issue number6
DOIs
StatePublished - Jun 2012

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Learning
simulation
Clinical Competence
learning
Practice Guidelines
nursing
Students
experience
student
Nursing Students
teaching practice
best practice
Teaching
Nursing
teacher
Research
knowledge

ASJC Scopus subject areas

  • Nursing(all)
  • Education

Cite this

Using debriefing for meaningful learning to foster development of clinical reasoning in simulation. / Dreifuerst, Kristina Thomas.

In: Journal of Nursing Education, Vol. 51, No. 6, 06.2012, p. 326-333.

Research output: Contribution to journalArticle

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