Impact of Training on Use of Debriefing for Meaningful Learning

• Published in: Clinical simulation in nursing Vol. 32; pp. 13 - 19
• Main Author: Bradley, Cynthia Sherraden
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01-07-2019
• Subjects: assessment of debriefing; debriefing; debriefing application; debriefing training; regulation; assessment of debriefing; debriefing application; regulation; debriefing; debriefing training
• ISSN: 1876-1399; 1876-1402
• DOI: 10.1016/j.ecns.2019.04.003

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.
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.
Statistically significant differences were found, based on the type of training received. Debriefing for Meaningful Learning implementation improved with each additional training source.
This study contributes to the understanding of the impact of training on how trained debriefers implement DML during debriefing.
•The DMLES and the DMLI are valid instruments that measure DML application.•DML debriefing behaviors increased with additional DML training.•The ‘one and done’ approach to training may not be sufficient in achieving competence.