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The Impact of Debriefing for Meaning...

Loomis, Ann Louise.

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The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application among Baccalaureate Nursing Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application among Baccalaureate Nursing Students./
作者:	Loomis, Ann Louise.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	208 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: B.
Contained By:	Dissertation Abstracts International80-01B(E).
標題:	Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10788368
ISBN:	9780438340558

The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application among Baccalaureate Nursing Students.
Loomis, Ann Louise.

The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application among Baccalaureate Nursing Students. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 208 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: B.

Thesis (Ph.D.)--University of Northern Colorado, 2018.

Debriefing offers an opportunity to ensure that students can master critical components of nursing that they might not otherwise learn and to remove epistemological roadblocks to knowledge acquisition. Within this study, Debriefing for Meaningful Learning (DML), a theoretically-derived, evidence based and structured debriefing method, was used to explore student's knowledge acquisition, knowledge retention, and application of knowledge from one patient situation to a different, yet parallel, situation.

ISBN: 9780438340558Subjects--Topical Terms:

528444
Nursing.

The Impact of Debriefing for Meaningful Learning on Knowledge Development, Knowledge Retention, and Knowledge Application among Baccalaureate Nursing Students.
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520 $a Debriefing offers an opportunity to ensure that students can master critical components of nursing that they might not otherwise learn and to remove epistemological roadblocks to knowledge acquisition. Within this study, Debriefing for Meaningful Learning (DML), a theoretically-derived, evidence based and structured debriefing method, was used to explore student's knowledge acquisition, knowledge retention, and application of knowledge from one patient situation to a different, yet parallel, situation.
520 $a This quasi-experimental pretest, posttest study explored the impact of the type of debriefing method on the development of knowledge, knowledge retention, and knowledge application. Eighty-two prelicensure baccalaureate nursing students, enrolled in an adult health (medical-surgical nursing) theory course, participated in this study testing the use of Debriefing for Meaningful Learning compared with customary debriefing. The outcomes of this study revealed a significant difference in knowledge acquisition, knowledge retention, and knowledge application with DML compared to customary debriefing. These findings are significant for nurse educators using simulation to potentiate clinical learning in prelicensure students and add to the growing evidence regarding the impact of debriefing.
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