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.

Media Type:

Electronic Article

Year of Publication:

2021

Contained In:

Nurse educator - Vol. 46, No. 4 (2021), p. 239-244

Language:

English

Contributors:

Dreifuerst, Kristina T
Bradley, Cynthia S
Johnson, Brandon K

Links:

Volltext

Keywords:

*Education, Distance
*Education, Nursing
*Learning
*Simulation Training
*Students, Nursing
COVID-19
Humans
Journal Article
Nursing Education Research
Nursing Evaluation Research

Notes:

Date Completed 01.07.2021

Date Revised 01.07.2021

published: Print

Citation Status MEDLINE

Copyright: From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine

Physical Description:

Online-Ressource

doi:

10.1097/NNE.0000000000000930

PMID:

33093345

PPN (Catalogue-ID):

NLM317599631