Successful debriefing — Best methods to achieve positive learning outcomes: A literature review

Dufrene, Claudine; Young, Anne

doi:10.1016/j.nedt.2013.06.026

Cited by 135 publications

(89 citation statements)

References 28 publications

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“…Alba and Kelmenson 25 also asserted that characteristics of debriefing most influential on learning outcomes remain unclear. Also, the long-term effects of debriefing are uncertain, according to Couper et al 13 Others have reported that the method of debriefing is more important than the timing for debriefing, 26 and debriefing by a skilled facilitator is more essential for new learning and reflective processes. 27 Cheng et al 1 recommended five issues to address for the future of debriefing training: (1) the appropriate debriefing methods, (2) the appropriate methods to teach debriefing skills, (3) the best methods to assess debriefing effectiveness, (4) to improve debriefing quality by peer feedback, and (5) to provide for the learning needs of educators by individualizing of debriefing training.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Importance of Debriefing in Simulation-Based Learning

Ryoo

2015

CIN: Computers, Informatics, Nursing

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Debriefing is an essential component of simulation-based learning and is a constructive teaching strategy for teachers and an effective learning method to consolidate knowledge and skills for students. The purpose of this study was to verify the importance of debriefing in simulation-based learning for students in a nursing program. Participants in this study were 49 second-year nursing students who were enrolled at the Red Cross College of Nursing in Seoul, Korea. Collected data were analyzed using χ test, t test, and independent t test statistics. There were significant differences between students in the debriefing group and those in the no-debriefing group evaluated. The level of clinical performance competency, self-reflection, and satisfaction with simulation-based learning for debriefing group students was higher than that for no-debriefing group. Debriefing was an important factor in simulation-based learning to improve technical and nontechnical skills and facilitate self-reflection. These results suggest that debriefing by a trained instructor is essential for maximizing simulation-based learning success. In absence of a trained debriefing instructor, various alternative forms of debriefing should be considered.

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Section: Literature Reviewmentioning

confidence: 99%

“…26 In our study, debriefing was performed by a teaching professor who ran the simulation, had more than 5 years' experience in SBL teaching, and was previously trained in instructor-led debriefing. The debriefing included description, analysis, and application steps provided to the DG group for 30 minutes.…”

Section: Debriefingmentioning

confidence: 99%

The Importance of Debriefing in Simulation-Based Learning

Ryoo

2015

CIN: Computers, Informatics, Nursing

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“…10 Nursing education research has explored techniques for effective debriefing and consolidation of skills following simulation experiences. 2,35,61 It is the premise of this article that it is possible to extrapolate and apply existing research from the nursing literature to the formulation of a framework for the development and implementation of simulations for dietetics education. Figure 2 lists nursing essentials for entry-level baccalaureatetrained nurses as defined by the AACN, along with suggestions for using simulation methodology to address comparable areas of learning in dietetics.…”

Section: Transferability Of Simulation Methodology Developed In Nursimentioning

confidence: 99%

The Time Is Now: A Blueprint for Simulation in Dietetics Education

Thompson¹,

Gutschall²

2015

Journal of the Academy of Nutrition and Dietetics

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“…The importance of debriefing to promote reflection is accepted as a cornerstone of simulation-based education (Fanning & Gaba, 2007;Cheng et al, 2014;Dufrene & Young, 2014;Levett-Jones & Lapkin, 2014). Theory supporting reflection is not well studied, and there is insufficient evidence to support any single debriefing strategy providing better or best learning outcomes (Husebø, Dieckmann, Rystedt, Søreide, & Friberg, 2013;Dufrene & Young, 2014;Kihlgren, Spanager, & Dieckmann, 2014).…”

mentioning

confidence: 99%

“…Theory supporting reflection is not well studied, and there is insufficient evidence to support any single debriefing strategy providing better or best learning outcomes (Husebø, Dieckmann, Rystedt, Søreide, & Friberg, 2013;Dufrene & Young, 2014;Kihlgren, Spanager, & Dieckmann, 2014). Gibbs's reflective cycle (Gibbs, 1988) has previously been used to support the process of reflection in midwifery practice (Gnash, 2009), interprofessional patient-centered care and ethical dilemmas (Jones, 2007;Burzotta & Noble, 2011), emergency care (Powley, 2013), and nursing, physiotherapy, and dental hygiene education (Wilding, 2008;Maloney, Tai, Lo, Molloy, & Ilic, 2013;Wallace, Blinkhorn, & Blinkhorn, 2013).…”

mentioning

confidence: 99%