Using Debriefing for Meaningful Learning With Screen-Based Simulation

Authors

Kristina Dreifuerst, Marquette UniversityFollow
Cynthia S. Bradley, University of MinnesotaFollow
Brandon K. Johnson, Texas Tech University Health Sciences CenterFollow

Document Type

Article

Publication Date

7-8-2021

Publisher

Lippincott Williams & Wilkins, Inc.

Source Publication

Nurse Educator

Source ISSN

0363-3624

Abstract

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.

Comments

Accepted version. Nurse Educator, Vol. 46, No. 4 (July 8, 2021): 239-244. DOI. © 2021 Lippincott Williams & Wilkins, Inc. Used with permission.

Recommended Citation

Dreifuerst, Kristina; Bradley, Cynthia S.; and Johnson, Brandon K., "Using Debriefing for Meaningful Learning With Screen-Based Simulation" (2021). College of Nursing Faculty Research and Publications. 920.
https://epublications.marquette.edu/nursing_fac/920