Maximizing learning occurring during debriefing after simulation
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Shelly J. Reed, DNP, APRN and Cheryl Ann Corbett, APRN, MSN, NP-C
- Sigma Affiliation
- Iota Iota
Debriefing after simulation is recognized as the time where learning is solidified and unsettled emotions are diffused. Current debriefing literature has focused on debriefing medical or team training simulation events. What practices are best in nursing education for debriefing? Are best practices for debriefing medical professionals, teams, and experienced nurses best for nursing students? Do objectives of the simulation need to be considered before deciding what method of debriefing is best? What if resources are limited, such as video capture systems--will the debriefing still be effective? This abstract will review the current literature and identify best practices for debriefing simulations in nursing education, helping to answer these questions. Areas needing further research concerning debriefing in nursing education will also be identified.
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.
| Type | Presentation |
| Acquisition | Proxy-submission |
| Review Type | Abstract Review Only: Reviewed by Event Host |
| Format | Text-based Document |
| Evidence Level | N/A |
| Research Approach | N/A |
| Keywords | Simulation; Debriefing; Nursing Education |
| Name | 23rd International Nursing Research Congress |
| Host | Sigma Theta Tau International |
| Location | Brisbane, Australia |
| Date | 2012 |
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