Journal
NURSE EDUCATOR
Volume 46, Issue 4, Pages 239-244Publisher
LIPPINCOTT WILLIAMS & WILKINS
DOI: 10.1097/NNE.0000000000000930
Keywords
debriefing; Debriefing for Meaningful Learning; screen-based simulation; virtual simulation
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Debriefing, such as the Debriefing for Meaningful Learning (DML) method, in screen-based simulations helps students make sense of learned content and improve clinical decision-making, ultimately enhancing patient care quality and safety.
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.
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