Debriefing is critical to learning from simulation experiences, yet the literature reports little research describing best practices within nursing Debriefing for Meaningful Learning (DML) is a systematic process for debriefing in which teachers and students explicate different aspects of reflection and generate new meanings from simulation experiences The purpose of this exploratory, quasi-experimental, pretest-posttest study was to test the relationship of DML on the development of clinical reasoning skills in prelicensure nursing students when compared with customary debriefing strategies and on students' perception of quality of the debriefing experience Analysis of data demonstrated a greater change in clinical reasoning skills and identification of higher-quality debriefing and a positive correlation between clinical reasoning and perception of quality Findings demonstrate that DML is an effective debriefing method It contributes to the body of knowledge supporting the use of debriefing in simulation learning and supports the development of best teaching practices

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Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation

https://www.nursingsimulation.org/article/S1876-1399(13)00079-0/pdf

Standards of Best Practice: Simulation Standard VI: The Debriefing Process

https://www.nursingsimulation.org/article/S1876-1399(13)00071-6/pdf

Standards of Best Practice: Simulation Standard I: Terminology

Standards reflect best practices in health care disciplines and health science education. StandardsePolicies that provide the foundation of decisions and actions defined by shared values, beliefs, and principles. INACSL standards for simulation include Rationale, Outcome, Criteria and Guidelines. RationaleeJustification for the development of a standard. OutcomeeIntended result(s) of adhering to the standard. CriteriaeFactors such as attributes, characteristics, and/or parameters necessary to meet the outcome(s) of the standard. GuidelineseProcedures or principles that are not mandatory but are used to assist in meeting standards. Guidelines are not necessarily comprehensive; they provide a framework for developing policies and procedures.

https://www.nursingsimulation.org/article/S1876-1399(13)00112-6/pdf

Standards of Best Practice: Simulation

https://www.collegianjournal.com/article/S1322-7696(12)00047-9/pdf

A review of undergraduate interprofessional simulation-based education (IPSE).

https://www.nursingsimulation.org/article/S1876-1399(11)00026-0/pdf

High-Fidelity Simulation Debriefing in Nursing Education: A Literature Review

Graduate-entry nursing students' journeys to registered nursing.

Graduate-entry nursing students' experiences of an accelerated nursing degree--a literature review.

Nursing education is now well established within the tertiary sector. Globally, recent years have seen the implementation of numerous admission pathways to a nursing degree, enabling applicants from varying backgrounds to enter the nursing profession. A major catalyst for these pathways has been to address the perennial shortage in the nursing workforce. The accelerated pathway is one such admission avenue where students possessing a degree in a discipline other than nursing qualify for admission and complete the degree in a condensed time. Students commence these courses equipped with a skills base developed from life experiences and previous tertiary study. These are used as facilitators throughout accelerated education to enhance course negotiation and performance. Minimal research is available exploring these course facilitators. This literature review examines the existent research to deepen an understanding of these facilitators described as unique to accelerated students. Implications for nursing education and nursing research are discussed.

Course facilitators assisting accelerated nursing students: a literature review.

This book presents the findings of an in-depth Australian study into Graduate-Entry Nursing students. The book examines the students' journeys to nursing. With the growth of accelerated nursing courses, an understanding of student experiences is necessary to develop nursing education. Graduate-entry nursing students commencing an accelerated degree have the challenging task of returning to the tertiary environment to attain their goal of becoming a Registered Nurse. The decision to pursue this comes from deep thought comprising life experiences, acquired professional skills and previous university study. Each decision is an individual matrix of these considerations and is unique to each student. The Graduate-Entry pathway is intense - a collection of significant challenges and emotions. The introduction to the clinical environment is equally emotive as students begin adjusting to the cultural realities of the nursing profession. Often there is conflict with the surrender of a previous career in which the student may have excelled. The educational experiences also form an individual matrix of favourable and unfavourable experiences.

Mark A. Neill

Papers

High-Fidelity Simulation Debriefing in Nursing Education: A Literature Review

Graduate-entry nursing students' journeys to registered nursing.

Graduate-entry nursing students' experiences of an accelerated nursing degree--a literature review.

Course facilitators assisting accelerated nursing students: a literature review.

A New Beginning: Graduate Entrants' Journeys to Registered Nursing: A Grounded Theory Inquiry