RESEARCH BRIEFSConcept Mapping During Simulation Debriefing to Encourage Active Learning, Critical Thinking, and Connections to Clinical ConceptsOdreman, Holldrid A.; Clyens, DawnAuthor Information About the Authors Holldrid A. Odreman, PhD, MScN-Ed, RN, CCNE, is a professor of nursing, Niagara College Canada School of Nursing, Welland, Ontario. Dawn Clyens, MN, RN, is a professor of nursing, Niagara College Canada School of Nursing. For more information, contact Dr. Odreman at .email@example.com or firstname.lastname@example.org. The authors have declared no conflict of interest. Online date: January 22, 2019 Nursing Education Perspectives: January/February 2020 - Volume 41 - Issue 1 - p 37-38 doi: 10.1097/01.NEP.0000000000000445 Buy Metrics Abstract This pilot study showed how concept mapping during debriefing made a difference in the learning experience of participants. After a 20-minute video showing the clinical interaction between nurses and a patient, 34 nursing students debriefed their observations in either a traditional team debriefing session or in a debriefing session using concept mapping. Results showed an increase in analysis of thoughts, feelings, and critical thinking and connections to clinical concepts for students who used concept mapping during the debriefing session. Results suggest the application of concept mapping during debriefing as a useful teaching modality to help make connections to clinical concepts. © 2020 Lippincott Williams & Wilkins, Inc.