Title
Debriefing for Meaningful Learning: Expanded Across Student Interactions
Session Type
Individual Paper/ Presentation (generally grouped with 2-3 others into a 75 minute session)
Topic
Innovative Teaching Strategies, Critical Thinking
Session Abstract
Debriefing for Meaningful Learning: Expanded Across Student Interactions
DML (debriefing for meaningful learning) is a facilitated approach to learning. It combines experiential learning with reflective discussion. It is commonly utilized in nursing education in combination with high fidelity simulation (HFS) (Dreifuerst, 2015). Through the use of DML technique and concept mapping, students are challenged to think critically. DML enhances students' clinical reasoning and judgment skills through reflective learning. The method of reflection supports students’ ability to translate their thinking, in the context of clinical experience, into actionable knowledge and decision making, thereby enhancing learning and fostering new reasoning and understanding that can be used in subsequent clinical encounters (Zigmont, Kappus, Sudikoff, 2011). DML can be employed in various student and faculty interactions. These include exploring student experiences post completion of group work, formative and summative evaluation of student research groups, and student led organizations as well as throughout advisement process. This project will explore creative ways to incorporate DML into academic encounters.
Keywords: Debrief, reflective learning, student engagement
References:
Dreifuerst, K. T. ( May, 2015). Getting started with debriefing for meaningful learning. Clinical Simulation
in Nursing. 11(5). Pg. 268-275. Retrieved from
http://www.sciencedirect.com/science/article/pii/S1876139915000067
Zigmont, J. J., Kappus, L. J., & Sudikoff, S. N. (2011). The 3D model of debriefing: Defusing, discovering,
and deepening. Seminars in Perinatology. (35). Pg. 52-58. Doi: 10.1053/j.semperi.2011.01.003
Keywords
Debriefing, reflective learning, student engagement
Location
DiGiorgio Campus Center 220
Start Date
6-2-2016 9:00 AM
Debriefing for Meaningful Learning: Expanded Across Student Interactions
DiGiorgio Campus Center 220
Debriefing for Meaningful Learning: Expanded Across Student Interactions
DML (debriefing for meaningful learning) is a facilitated approach to learning. It combines experiential learning with reflective discussion. It is commonly utilized in nursing education in combination with high fidelity simulation (HFS) (Dreifuerst, 2015). Through the use of DML technique and concept mapping, students are challenged to think critically. DML enhances students' clinical reasoning and judgment skills through reflective learning. The method of reflection supports students’ ability to translate their thinking, in the context of clinical experience, into actionable knowledge and decision making, thereby enhancing learning and fostering new reasoning and understanding that can be used in subsequent clinical encounters (Zigmont, Kappus, Sudikoff, 2011). DML can be employed in various student and faculty interactions. These include exploring student experiences post completion of group work, formative and summative evaluation of student research groups, and student led organizations as well as throughout advisement process. This project will explore creative ways to incorporate DML into academic encounters.
Keywords: Debrief, reflective learning, student engagement
References:
Dreifuerst, K. T. ( May, 2015). Getting started with debriefing for meaningful learning. Clinical Simulation
in Nursing. 11(5). Pg. 268-275. Retrieved from
http://www.sciencedirect.com/science/article/pii/S1876139915000067
Zigmont, J. J., Kappus, L. J., & Sudikoff, S. N. (2011). The 3D model of debriefing: Defusing, discovering,
and deepening. Seminars in Perinatology. (35). Pg. 52-58. Doi: 10.1053/j.semperi.2011.01.003
