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Concept Mapping During Simulation Debriefing to Encourage Active Learning, Critical Thinking, and Connections to
Holldrid A Odreman1, Dawn Clyens
1About the Authors Holldrid A. Odreman, PhD, MScN-Ed, RN, CCNE, is a professor of nursing, Niagara College Canada School of Nursing, Welland, Ontario. Dawn Clyens, MN, RN, is a professor of nursing, Niagara College Canada School of Nursing. For more information, contact Dr. Odreman at .hodreman@niagaracollege.ca or h.odremanphd@gmail.com.
Abstract:
This pilot study showed how concept mapping during debriefing made a difference in the learning experience of participants. After a 20-minute video showing the clinical interaction between nurses and a patient, 34 nursing students debriefed their observations in either a traditional team debriefing session or in a debriefing session using concept mapping. Results showed an increase in analysis of thoughts, feelings, and critical thinking and connections to clinical concepts for students who used concept mapping during the debriefing session. Results suggest the application of concept mapping during debriefing as a useful teaching modality to help make connections to clinical concepts.
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