Debriefing, a dialogical space for the development of reflective thinking in nursing
ABSTRACT Objective: To understand the pedagogical elements necessary for the debriefing to favor the development of reflective thinking. Method: A single case study developed at the Centro de Simulación en Salud of the Escuela de Enfermería of the Universidad de Costa Rica in October 2018. Data we...
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| Format: | Article |
| Language: | English |
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Universidade Federal do Rio Grande do Sul
2024-02-01
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| Series: | Revista Gaúcha de Enfermagem |
| Subjects: | |
| Online Access: | http://revodonto.bvsalud.org/scielo.php?script=sci_arttext&pid=S1983-14472024000100400&lng=en&tlng=en |
| _version_ | 1797323549297344512 |
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| author | Saionara Nunes de Oliveira Jussara Gue Martini Jaime Alonso Caravaca-Morera Marta Lenise do Prado Bruna Pedroso Canever Carina Bortolato-Major Neide da Silva Knihs |
| author_facet | Saionara Nunes de Oliveira Jussara Gue Martini Jaime Alonso Caravaca-Morera Marta Lenise do Prado Bruna Pedroso Canever Carina Bortolato-Major Neide da Silva Knihs |
| author_sort | Saionara Nunes de Oliveira |
| collection | DOAJ |
| description | ABSTRACT Objective: To understand the pedagogical elements necessary for the debriefing to favor the development of reflective thinking. Method: A single case study developed at the Centro de Simulación en Salud of the Escuela de Enfermería of the Universidad de Costa Rica in October 2018. Data were collected through interviews, observation and document analysis. For data analysis, the strategy of theoretical propositions and the construction of explanation technique were used. Results: The data originated two categories: 1) pedagogy of the organization, addressed elements thought by the professor to facilitate the dialogue; 2) facilitation pedagogy, brought elements from the dialogue itself that enrich the discussion, mobilize the group, provoke reflection and engagement. Final considerations: It is essential to include the following as pedagogical elements in order to favor the development of reflective thinking: prior planning, adequate environment, systematization, pedagogical training in facilitating debriefing, openness to dialogue, pedagogical respect, valorization of positive aspects, patience, and motivation. |
| first_indexed | 2024-03-08T05:30:12Z |
| format | Article |
| id | doaj.art-aba9ca21a29b44f4b0e8225611cf09fb |
| institution | Directory Open Access Journal |
| issn | 1983-1447 |
| language | English |
| last_indexed | 2024-03-08T05:30:12Z |
| publishDate | 2024-02-01 |
| publisher | Universidade Federal do Rio Grande do Sul |
| record_format | Article |
| series | Revista Gaúcha de Enfermagem |
| spelling | doaj.art-aba9ca21a29b44f4b0e8225611cf09fb2024-02-06T07:36:16ZengUniversidade Federal do Rio Grande do SulRevista Gaúcha de Enfermagem1983-14472024-02-014510.1590/1983-1447.2024.20230041.enDebriefing, a dialogical space for the development of reflective thinking in nursingSaionara Nunes de Oliveirahttps://orcid.org/0000-0002-5153-4374Jussara Gue Martinihttps://orcid.org/0000-0003-2629-293XJaime Alonso Caravaca-Morerahttps://orcid.org/0000-0002-6647-217XMarta Lenise do Pradohttps://orcid.org/0000-0003-3421-3912Bruna Pedroso Caneverhttps://orcid.org/0000-0002-3484-0740Carina Bortolato-Majorhttps://orcid.org/0000-0002-7711-8010Neide da Silva Knihshttps://orcid.org/0000-0003-0639-2829ABSTRACT Objective: To understand the pedagogical elements necessary for the debriefing to favor the development of reflective thinking. Method: A single case study developed at the Centro de Simulación en Salud of the Escuela de Enfermería of the Universidad de Costa Rica in October 2018. Data were collected through interviews, observation and document analysis. For data analysis, the strategy of theoretical propositions and the construction of explanation technique were used. Results: The data originated two categories: 1) pedagogy of the organization, addressed elements thought by the professor to facilitate the dialogue; 2) facilitation pedagogy, brought elements from the dialogue itself that enrich the discussion, mobilize the group, provoke reflection and engagement. Final considerations: It is essential to include the following as pedagogical elements in order to favor the development of reflective thinking: prior planning, adequate environment, systematization, pedagogical training in facilitating debriefing, openness to dialogue, pedagogical respect, valorization of positive aspects, patience, and motivation.http://revodonto.bvsalud.org/scielo.php?script=sci_arttext&pid=S1983-14472024000100400&lng=en&tlng=enSimulation exerciseTeachingNursingThinkingFormative feedback |
| spellingShingle | Saionara Nunes de Oliveira Jussara Gue Martini Jaime Alonso Caravaca-Morera Marta Lenise do Prado Bruna Pedroso Canever Carina Bortolato-Major Neide da Silva Knihs Debriefing, a dialogical space for the development of reflective thinking in nursing Revista Gaúcha de Enfermagem Simulation exercise Teaching Nursing Thinking Formative feedback |
| title | Debriefing, a dialogical space for the development of reflective thinking in nursing |
| title_full | Debriefing, a dialogical space for the development of reflective thinking in nursing |
| title_fullStr | Debriefing, a dialogical space for the development of reflective thinking in nursing |
| title_full_unstemmed | Debriefing, a dialogical space for the development of reflective thinking in nursing |
| title_short | Debriefing, a dialogical space for the development of reflective thinking in nursing |
| title_sort | debriefing a dialogical space for the development of reflective thinking in nursing |
| topic | Simulation exercise Teaching Nursing Thinking Formative feedback |
| url | http://revodonto.bvsalud.org/scielo.php?script=sci_arttext&pid=S1983-14472024000100400&lng=en&tlng=en |
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