Evaluating Learning with Simulation and Debriefing: Tools and Measurement

Novice nurses begin their practice using rule-governed behavior to solve problems and thus are acontextual in their thinking. The overall purpose of this multi-site pilot study was to implement a debriefing strategy to determine its impact on clinical reasoning skills with undergraduate nursing students across four different colleges of nursing.  This study replicates Dreifuerst’s original study using a reflective debriefing model to enhance clinical reasoning.  This presentation will provide an overview of 1) the standardized geriatric nursing simulation using the National League for Nursing’s (NLN) Advancing Care Excellence for Seniors (ACES) Millie Larsen geriatric simulation scenario; 2) the Debriefing for Meaningful Learning© (DML) method;  and 3) the Health Sciences Reasoning Test (HSRT) used to evaluate clinical reasoning and Debriefing Assessment for Simulation in Healthcare (DASH) Student Version© used to evaluate the debriefing methodology.  Educators in attendance will have an opportunity to discuss the simulation strategy, debriefing method, and clinical reasoning evaluation tool following an observation of a simulation scenario used in the multi-site study.