Major Article

Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation

Kristina Thomas Dreifuerst, PhD, RN, ACNS-BC, CNE

  • Journal of Nursing Education
  • June 2012 - Volume 51 · Issue 6: 326-333
  • DOI: 10.3928/01484834-20120409-02
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Abstract

Debriefing is critical to learning from simulation experiences, yet the literature reports little research describing best practices within nursing. Debriefing for Meaningful Learning (DML) is a systematic process for debriefing in which teachers and students explicate different aspects of reflection and generate new meanings from simulation experiences. The purpose of this exploratory, quasi-experimental, pretest–posttest study was to test the relationship of DML on the development of clinical reasoning skills in prelicensure nursing students when compared with customary debriefing strategies and on students’ perception of quality of the debriefing experience. Analysis of data demonstrated a greater change in clinical reasoning skills and identification of higher-quality debriefing and a positive correlation between clinical reasoning and perception of quality. Findings demonstrate that DML is an effective debriefing method. It contributes to the body of knowledge supporting the use of debriefing in simulation learning and supports the development of best teaching practices.

AUTHORS

Dr. Dreifuerst is Assistant Professor, Indiana University, School of Nursing, Indianapolis, Indiana.

This research was supported by the Sigma Theta Tau International Joan K. Stout Research Grant, an Indiana University Research Incentive Fund Fellowship Block Grant, and the International Nursing Association for Clinical Simulation Learning Debra Spunt Mini Grant. Research questions and table data are directly derived from Dr. Dreifuerst’s doctoral dissertation. The author thanks Dr. Pamela Ironside for her assistance in preparing this manuscript, Dr. Pamela Jeffries and Dr. Daniel Pesut for overseeing the research, and Dr. Omar Espinoza for statistical analysis.

The author has disclosed no potential conflicts of interest, financial or otherwise.

Address correspondence to Kristina Thomas Dreifuerst, PhD, RN, ACNS-BC, CNE, Assistant Professor, Indiana University, School of Nursing, 1111 Middle Drive, NU W435, Indianapolis, IN 46202-5107; e-mail: .kdreifue@iupui.edu

doi: 10.3928/01484834-20120409-02

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