Debriefing in clinical nursing simulation: an analysis based on the theory of experiential learning

Abstract

Objective: To understand the meaning of the debriefing process performed in clinical simulation activities in a nursing course, based on Kolb's Theory of Experiential Learning. Method: Qualitative, case study type, carried out in a nursing course at a University in southern Brazil, from March to June 2018. For data collection, documentary research was used, the interview based on Kolb’s Leaning Style Instrument, with 29 participants and direct observation of eight debriefing scenes. For analysis, the integrated units of analysis obtained from the construction of explanation were used. Results: Documentary data and the Inventory contributed to the understanding of clinical simulation and debriefing was categorized into four learning modes. Conclusion: Clinical simulation as an experiential learning methodology relates experience, perception, cognition and behavior with elements identified in the debriefing by students.

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“…Experiential teaching is a student-centered method that allows students to actively participate and immerse themselves in teaching activities through personal experiences and feelings. This approach aims to develop students' emotions, active learning, and critical thinking skills (Bresolin et al, 2022).…”