Evaluating the Debriefer Through the Debriefing for Meaningful Learning Evaluative Rubric
Other Title(s)
Enhancing Simulation Experience Through Debriefing and Evaluation
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Abstract
Session presented on Monday, July 27, 2015: Purpose: Teaching is a complex process impacted by many contextual factors. The evaluation of teaching ability has largely remained linked to student achievement of learning outcomes rather than to the observed effectiveness of the teacher. There is a paucity of research investigating teaching effectiveness or the ability of a teacher to implement evidence-based strategies. While measurement of any aspect of the teaching process is challenging, one approach is to evaluate observable teaching behaviors. Debriefing is a common, time-limited strategy during which investigators can evaluate teaching. The literature reflects efforts to evaluate debriefing focus solely on the presence/absence of elements of debriefing, yet, absent from these elements of evaluation is the debriefer's ability to implement an evidence-based debriefing method. Debriefing for Meaningful learning (DML) is a debriefing method that has been found to promote thinking like a nurse through reflective learning. Despite wide-spread adoption of DML by nurse educators, little is known about how well it is being implemented. To assess the effectiveness of DML implementation, an evaluative rubric (DMLER) was developed. Methods: The aim of this pilot study is to test if a formative evaluative rubric anchored in the framework of DML measures a debriefer's ability to implement the process and elements of DML. Through observation of recorded simulation debriefing sessions, DML expert raters will behaviorally score four debriefing sessions of three faculty who have been formally trained in the DML method, and have used DML in simulation debriefing for a minimum of two years. Data will be statistically analyzed to evaluate interrater reliability, item discrimination, and validity of the rubric. Results: The findings of this study yield reliable data for the evaluation of nurse educator simulation debriefings with prelicensure nursing students. Conclusion: Future testing of the DMLER would be required prior to use in clinical, lab, and didactic settings. Future research to correlate teaching ability, as measured with the DMLER, with changes in clinical reasoning of prelicensure nursing students will inform nurse educators in advancing teaching strategies, teaching ability, and facilitating the development of clinical reasoning in prelicensure nursing students. Future testing of the DMLER to be used as an adjunct in equipping teachers to use the DML method.
Description
Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.
Repository Posting Date
2016-03-17T12:55:16Z
Notes
Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.
Type Information
Type | Presentation |
Acquisition | Proxy-submission |
Review Type | Abstract Review Only: Reviewed by Event Host |
Format | Text-based Document |
Category Information
Evidence Level | |
Keywords | Debriefing; Thinking Like a Nurse; Evaluation |
Conference Information
Name | 26th international Nursing Research Congress |
Host | Sigma Theta Tau international, the Honor Society of Nursing |
Location | San Juan, Puerto Rico |
Date | 2015 |
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Bradley, Cynthia Sherraden (2017-07-24)In this interactive session, nursing researchers will present findings from their work on prebriefing and debriefing applicable to simulation and clinical settings in academe and practice. Speakers will engage the audience ... -
Testing knowledge assimilation, accommodation, and anticipation in simulation with debriefing for meaningful learning
Johnson, Brandon Kyle; Bradley, Cynthia Sherraden; Dreifuerst, Kristina Thomas; Woda, Aimee A.; Hansen, Jamie L.; Loomis, AnnAssimilation, accommodation, and anticipation are components of judgment, reasoning, and meta-cognitive thinking. Two instruments were revised to measure assimilation, accommodation, and anticipation with nursing students ... -
The DMLES: An instrument to assess competence in debriefing for meaningful learning
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Development and Psychometric Testing of the Debriefing for Meaningful Learning Inventory
Bradley, Cynthia Sherraden (2018-03-26)Although use of theory-based debriefing methods is recommended for simulation debriefing, it is unknown how trained debriefers apply these methods with learners. The Debriefing for Meaningful Learning Inventory© was developed ... -
Using Debriefing for Meaningful Learning to Foster Clinical Reasoning and Transform Nursing Practice
Dreifuerst, Kristina Thomas (2017-07-24)In this interactive session, nursing researchers will present findings from their work on prebriefing and debriefing applicable to simulation and clinical settings in academe and practice. Speakers will engage the audience ...