Using Debriefing for Meaningful Learning With Screen-Based Simulation

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

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

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.

Original languageEnglish
Pages (from-to)239-244
Number of pages6
JournalNurse educator
Volume46
Issue number4
DOIs
StatePublished - Jul 1 2021

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