Abstract
BackgroundThis study compared Debriefing for Meaningful Learning© (DML) and the Gather−Analyze−Summarize (GAS) method during high-risk neonate simulation training for nursing students. MethodsFrom October to December 2020, 60 students were assigned to experimental (DML; n = 32) and control (GAS; n = 28) groups. Weeks one and two included pre-simulation briefing and practice. Weeks three and four included simulations and debriefing. ResultsKnowledge, metacognitive strategy, problem-solving skills, and clinical reasoning significantly improved in the experimental group. Problem-solving ability improved more significantly in the experimental group, compared with the control group. ConclusionsDML effectively increases nursing students’ problem-solving abilities.
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