Debriefing In Laboratory Experiences in Undergraduate Nursing Education: Consolidating Learning and Creating Meaning

2.50
Hdl Handle:
http://hdl.handle.net/10755/602764
Category:
Full-text
Format:
Text-based Document
Type:
Poster
Title:
Debriefing In Laboratory Experiences in Undergraduate Nursing Education: Consolidating Learning and Creating Meaning
Author(s):
Pollard, Loreen Carol; Lasiuk, Gerri C.; MacDonald, Penny L.; Vihos, Jill E.; Lozza, Denaine; Spies, Dorothy J.; Malishewski, Beth; Bazin, Moira; Moniz, Nadine M.; Lasiuk, Gerri C.; MacDonald, Penny L.; Vihos, Jill E.; Lozza, Denaine; Spies, Dorothy J.; Malishewski, Beth; Bazin, Moira; Moniz, Nadine M.
Lead Author STTI Affiliation:
Mu Sigma
Author Details:
Loreen Carol Pollard, RN, lori.pollard@ualberta.ca; Gerri C. Lasiuk, RN, RPN; Penny L. MacDonald, RN; Jill E. Vihos, RN; Denaine Lozza, RN; Dorothy J. Spies, RN; Beth Malishewski, RN; Moira Bazin, RN; Nadine M. Moniz, RN
Abstract:
Session presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: Abstract Debriefing is a pedagogical strategy used in nursing education to allow students to create personal meaning of learning experiences, which is fundamental to understanding who one is as an individual in both learning and practice.  For nursing students, recognizing one’s spirit and what it personally means to be a nurse is foundational to their moral growth. When nurses acknowledge their personal identity, they are able to set themselves aside to understand the lived experience of the patients that they care for.  Encouraging learners to talk about their practice can contribute to their personal transformation, professional growth and lead to accumulation of nursing knowledge. When nursing students can articulate who they are as professionals, they can meet their spiritual needs, as well as meet the spiritual health needs of their patients. Debriefing also socializes nursing students into practice through recognizing the importance of establishing safe spaces to engage in collaboration, caring communication, role clarification and reflection about learning experiences within a peer group. Debriefing strategies with nursing students can include; group reflection at the end of classes, tutors providing immediate feedback to students after performing learning activities, and dialogue after interactions with patients and their families. In nursing education, learning outcomes from debriefing can be reflected in cognitive, affective and social growth over the duration of their nursing program. Debriefing about learning experiences helps learners to engage with the lived experience of others, and facilitates appreciating the humanity of others which is necessary for providing safe, competent care in nursing practice. The practice of debriefing is an essential component of the nursing students’ learning process towards their spiritual and professional transformation into becoming a nurse. The results of a pilot project, "Debriefing in Laboratory Experiences", that was conducted at the Faculty of Nursing, University of Alberta are presented.
Keywords:
Debriefing; Laboratory Learning; Nursing Education
Repository Posting Date:
21-Mar-2016
Date of Publication:
21-Mar-2016
Other Identifiers:
CONV15CL2.67
Conference Date:
2015
Conference Name:
43rd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Las Vegas, Nevada, USA
Description:
43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePosteren
dc.titleDebriefing In Laboratory Experiences in Undergraduate Nursing Education: Consolidating Learning and Creating Meaningen
dc.contributor.authorPollard, Loreen Carolen
dc.contributor.authorLasiuk, Gerri C.en
dc.contributor.authorMacDonald, Penny L.en
dc.contributor.authorVihos, Jill E.en
dc.contributor.authorLozza, Denaineen
dc.contributor.authorSpies, Dorothy J.en
dc.contributor.authorMalishewski, Bethen
dc.contributor.authorBazin, Moiraen
dc.contributor.authorMoniz, Nadine M.en
dc.contributor.authorLasiuk, Gerri C.en
dc.contributor.authorMacDonald, Penny L.en
dc.contributor.authorVihos, Jill E.en
dc.contributor.authorLozza, Denaineen
dc.contributor.authorSpies, Dorothy J.en
dc.contributor.authorMalishewski, Bethen
dc.contributor.authorBazin, Moiraen
dc.contributor.authorMoniz, Nadine M.en
dc.contributor.departmentMu Sigmaen
dc.author.detailsLoreen Carol Pollard, RN, lori.pollard@ualberta.ca; Gerri C. Lasiuk, RN, RPN; Penny L. MacDonald, RN; Jill E. Vihos, RN; Denaine Lozza, RN; Dorothy J. Spies, RN; Beth Malishewski, RN; Moira Bazin, RN; Nadine M. Moniz, RNen
dc.identifier.urihttp://hdl.handle.net/10755/602764en
dc.description.abstractSession presented on Monday, November 9, 2015 and Tuesday, November 10, 2015: Abstract Debriefing is a pedagogical strategy used in nursing education to allow students to create personal meaning of learning experiences, which is fundamental to understanding who one is as an individual in both learning and practice.  For nursing students, recognizing one’s spirit and what it personally means to be a nurse is foundational to their moral growth. When nurses acknowledge their personal identity, they are able to set themselves aside to understand the lived experience of the patients that they care for.  Encouraging learners to talk about their practice can contribute to their personal transformation, professional growth and lead to accumulation of nursing knowledge. When nursing students can articulate who they are as professionals, they can meet their spiritual needs, as well as meet the spiritual health needs of their patients. Debriefing also socializes nursing students into practice through recognizing the importance of establishing safe spaces to engage in collaboration, caring communication, role clarification and reflection about learning experiences within a peer group. Debriefing strategies with nursing students can include; group reflection at the end of classes, tutors providing immediate feedback to students after performing learning activities, and dialogue after interactions with patients and their families. In nursing education, learning outcomes from debriefing can be reflected in cognitive, affective and social growth over the duration of their nursing program. Debriefing about learning experiences helps learners to engage with the lived experience of others, and facilitates appreciating the humanity of others which is necessary for providing safe, competent care in nursing practice. The practice of debriefing is an essential component of the nursing students’ learning process towards their spiritual and professional transformation into becoming a nurse. The results of a pilot project, "Debriefing in Laboratory Experiences", that was conducted at the Faculty of Nursing, University of Alberta are presented.en
dc.subjectDebriefingen
dc.subjectLaboratory Learningen
dc.subjectNursing Educationen
dc.date.available2016-03-21T16:36:14Zen
dc.date.issued2016-03-21en
dc.date.accessioned2016-03-21T16:36:14Zen
dc.conference.date2015en
dc.conference.name43rd Biennial Conventionen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationLas Vegas, Nevada, USAen
dc.description43rd Biennial Convention 2015 Theme: Serve Locally, Transform Regionally, Lead Globally.`en
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