Document Type

Article

Publication Date

7-2022

Publisher

Elsevier

Source Publication

Clinical Simulation in Nursing

Source ISSN

1876-1399

Original Item ID

DOI: 10.1016/j.ecns.2022.04.002

Abstract

Abstract

Acquiring, Retaining and Applying Knowledge Through Use of Debriefing for Meaningful Learning (DML).

Background

Developing competence in nursing care is a critical expectation of nursing students. Knowledge acquisition, application and retention are the primary building blocks of competence. DML debriefing offers an opportunity to ensure that students master critical components of nursing they might not otherwise learn and to remove epistemological roadblocks to knowledge development.

Methods

Eighty-two traditional prelicensure baccalaureate nursing students from a single school participated in the study. This quasi-experimental pretest, posttest study explored the impact of the use of Debriefing for Meaningful Learning compared with customary debriefing on the development of knowledge about care of the patient with a neurologic condition and knowledge retention 4 weeks later.

Results

There was a significant difference in knowledge acquisition, knowledge retention, with DML compared to customary debriefing.

Conclusions

These findings are significant for nurse educators using simulation to potentiate clinical competence in prelicensure students and add to the growing evidence regarding the impact of debriefing.

Comments

Accepted version. Clinical Simulation in Nursing, Vol. 68 (July, 2022): 28-33. DOI. © 2022 Elsevier. Used with permission.

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