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.
Recommended Citation
Loomis, Anne; Dreifuerst, Kristina; and Sherraden Bradley, Cynthia, "Acquiring, Applying and Retaining Knowledge Through Debriefing for Meaningful Learning" (2022). College of Nursing Faculty Research and Publications. 935.
https://epublications.marquette.edu/nursing_fac/935
Comments
Accepted version. Clinical Simulation in Nursing, Vol. 68 (July, 2022): 28-33. DOI. © 2022 Elsevier. Used with permission.