Impact of Training on Use of Debriefing for Meaningful Learning

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3 Scopus citations

Abstract

Background: Because of the significant learning demonstrated through debriefing, regulatory bodies have recommended that all debriefers receive training in a debriefing method. However, it is unknown how this training impacts debriefing implementation with students. Methods: The Debriefing for Meaningful Learning Inventory was used to measure the application of Debriefing for Meaningful Learning (DML) of 234 debriefers with prelicensure baccalaureate nursing students. Results: Statistically significant differences were found, based on the type of training received. Debriefing for Meaningful Learning implementation improved with each additional training source. Conclusions: This study contributes to the understanding of the impact of training on how trained debriefers implement DML during debriefing.

Original languageEnglish (US)
Pages (from-to)13-19
Number of pages7
JournalClinical Simulation in Nursing
Volume32
DOIs
StatePublished - Jul 2019

Bibliographical note

Funding Information:
Funding: This work was supported by the Jonas Center and the National League for Nursing Mary Anne Rizzolo Doctoral Research Award.

Publisher Copyright:
© 2019 International Nursing Association for Clinical Simulation and Learning

Copyright:
Copyright 2019 Elsevier B.V., All rights reserved.

Keywords

  • assessment of debriefing
  • debriefing
  • debriefing application
  • debriefing training
  • regulation

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