Effectiveness of Debriefing for Meaningful Learning-based simulation training on high-risk neonatal care: A randomized controlled simulation study

Yang, Sun-Yi; Oh, Yun-Hee

doi:10.1016/j.ecns.2021.08.024

Cited by 5 publications

(3 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Isso é importante porque pode haver múltiplas perspectivas e experiências que não tenham sido compartilhadas ou reconhecidas antes. Em segundo lugar, a técnica GAS é reconhecida e utilizada amplamente internacionalmente por permitir analisar e refletir sobre o acontecido de maneira estruturada e rigorosa (15) . Ao fazê-lo, podem-se identificar padrões e tendências, assim como áreas de melhoria e fortalecimento.…”

Section: Introductionunclassified

Debriefing, espaço dialógico para o desenvolvimento do pensamento reflexivo na enfermagem

Oliveira,

Martini,

Caravaca-Morera

et al. 2024

Rev. Gaúcha Enferm.

View full text Add to dashboard Cite

RESUMO Objetivo: Compreender os elementos pedagógicos necessários para que o debriefing favoreça o desenvolvimento do pensamento reflexivo. Método: Estudo de caso único desenvolvido no Centro de Simulaciónen Salud da Escuela de Enfermería da Universidad de Costa Rica em outubro de 2018. Os dados foram coletados por meio de entrevistas, observação e análise documental. Utilizaram-se a estratégia de proposições teóricas e a técnica de construção de explanação para a análise dos dados. Resultados: Os dados originaram duas categorias: 1) pedagogia da organização, a qual abordou elementos pensados pelo docente para facilitar o diálogo; 2) pedagogia da facilitação, a qual trouxe elementos do próprio diálogo que enriquecem a discussão, mobilizam o grupo, provocam a reflexão e o engajamento. Considerações finais: Torna-se imprescindível incluir como elementos pedagógicos que favoreçam o desenvolvimento do pensamento reflexivo os seguintes: planejamento prévio, ambiente adequado, sistematização, formação pedagógica em facilitação de debriefing, abertura ao diálogo, respeito pedagógico, valorização do positivo, paciência e motivação.

show abstract

Section: Introductionunclassified

Debriefing, espaço dialógico para o desenvolvimento do pensamento reflexivo na enfermagem

Oliveira,

Martini,

Caravaca-Morera

et al. 2024

Rev. Gaúcha Enferm.

View full text Add to dashboard Cite

show abstract

“…This is important because there may be multiple perspectives and experiences that have not been shared or recognized before. Secondly, the GAS technique is recognized and used widely throughout the world because it allows you to analyze and reflect on what happened in a structured and rigorous way (15) . Then, patterns and trends can be identified, as well as areas for improvement and strengthening.…”

Section: Introductionmentioning

confidence: 99%

Debriefing, a dialogical space for the development of reflective thinking in nursing

Oliveira,

Martini,

Caravaca-Morera

et al. 2024

Rev. Gaúcha Enferm.

View full text Add to dashboard Cite

Objective: To understand the pedagogical elements necessary for the debriefing to favor the development of reflective thinking. Method: A single case study developed at the Centro de Simulación en Salud of the Escuela de Enfermería of the Universidad de Costa Rica in October 2018. Data were collected through interviews, observation and document analysis. For data analysis, the strategy of theoretical propositions and the construction of explanation technique were used. Results: The data originated two categories: 1) pedagogy of the organization, addressed elements thought by the professor to facilitate the dialogue; 2) facilitation pedagogy, brought elements from the dialogue itself that enrich the discussion, mobilize the group, provoke reflection and engagement. Final considerations: It is essential to include the following as pedagogical elements in order to favor the development of reflective thinking: prior planning, adequate environment, systematization, pedagogical training in facilitating debriefing, openness to dialogue, pedagogical respect, valorization of positive aspects, patience, and motivation.

show abstract

“…Debriefing for Meaningful Learning (DML) was developed to provide a process for debriefers to systematically guide learners to think reflectively by using a Socratic questioning style 2. DML is a theoretically derived and evidence-based debriefing method that has demonstrated learners' improved problem-solving,3 knowledge,4,5 clinical reasoning, and judgment 2,6–8. In the seminal National Council of State Boards of Nursing National Simulation Study,9 experts provided DML training, provided performance assessment, provided retraining, and provided feedback again, all were identified as key elements for success 10.…”

Section: Introductionmentioning

confidence: 99%

Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback

et al. 2023

View full text Add to dashboard Cite

Background: Learning to effectively debrief with student learners can be a challenging task. Currently, there is little evidence to support the best way to train and evaluate a debriefer's competence with a particular debriefing method. Purpose: The purpose of this study was to develop and test an asynchronous online distributed modular training program with repeated doses of formative feedback to teach debriefers how to implement Debriefing for Meaningful Learning (DML). Methods: Following the completion of an asynchronous distributed modular training program, debriefers self-evaluated their debriefing and submitted a recorded debriefing for expert evaluation and feedback using the DML Evaluation Scale (DMLES). Results: Most debriefers were competent in DML debriefing after completing the modular training at time A, with DMLES scores increasing with each debriefing submission. Conclusion: The results of this study support the use of an asynchronous distributed modular training program for teaching debriefers how to implement DML.

show abstract

Effectiveness of Debriefing for Meaningful Learning-based simulation training on high-risk neonatal care: A randomized controlled simulation study

Cited by 5 publications

References 22 publications

Debriefing, espaço dialógico para o desenvolvimento do pensamento reflexivo na enfermagem

Debriefing, espaço dialógico para o desenvolvimento do pensamento reflexivo na enfermagem

Debriefing, a dialogical space for the development of reflective thinking in nursing

Testing the Impact of an Asynchronous Online Training Program With Repeated Feedback

Contact Info

Product

Resources

About