Using Debriefing for Meaningful Learning With Screen-Based Simulation
Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved..
BACKGROUND: COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected.
PROBLEM: Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes.
APPROACH: Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience.
CONCLUSION: By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2021 |
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| Erschienen: |
2021 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:46 |
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| Enthalten in: |
Nurse educator - 46(2021), 4 vom: 01. Juli, Seite 239-244 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Dreifuerst, Kristina T [VerfasserIn] |
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| Links: |
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| Anmerkungen: |
Date Completed 01.07.2021 Date Revised 01.07.2021 published: Print Citation Status MEDLINE |
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| doi: |
10.1097/NNE.0000000000000930 |
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| funding: |
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| Förderinstitution / Projekttitel: |
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NLM316622397 |
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| 500 | |a published: Print | ||
| 500 | |a Citation Status MEDLINE | ||
| 520 | |a Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved. | ||
| 520 | |a BACKGROUND: COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected | ||
| 520 | |a PROBLEM: Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes | ||
| 520 | |a APPROACH: Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience | ||
| 520 | |a CONCLUSION: By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care | ||
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