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Using Debriefing for Meaningful Learning With Screen-Based Simulation
Kristina T Dreifuerst1, Cynthia S Bradley, Brandon K Johnson
1Author's Affiliations: Associate Professor and Director of PhD Program, College of Nursing, Marquette University, Milwaukee, Wisconsin (Dr Dreifuerst); Assistant Professor and Director of Simulation, School of Nursing, University of Minnesota, Minneapolis (Dr. Bradley); and Assistant Professor and Clinical & Simulation Director, Texas Tech University Health Sciences Center School of Nursing, Lubbock (Dr Johnson).
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.
