Background: Because of the significant learning demonstrated through debriefing, regulatory bodies have recommended that all debriefers receive training in a debriefing method. However, it is unknown how this training impacts debriefing implementation with students. Methods: The Debriefing for Meaningful Learning Inventory was used to measure the application of Debriefing for Meaningful Learning (DML) of 234 debriefers with prelicensure baccalaureate nursing students. Results: Statistically significant differences were found, based on the type of training received. Debriefing for Meaningful Learning implementation improved with each additional training source. Conclusions: This study contributes to the understanding of the impact of training on how trained debriefers implement DML during debriefing.
Bibliographical noteFunding Information:
Funding: This work was supported by the Jonas Center and the National League for Nursing Mary Anne Rizzolo Doctoral Research Award.
© 2019 International Nursing Association for Clinical Simulation and Learning
Copyright 2019 Elsevier B.V., All rights reserved.
- assessment of debriefing
- debriefing application
- debriefing training