The Impact of Single-Dose Debriefing for Meaningful Learning Training on Debriefer Quality, Time, and Outcomes: Early Evidence to Inform Debriefing Training and Frequency
Document Type
Article
Publication Date
11-2023
Publisher
National League for Nursing
Source Publication
Nursing Education Perspectives
Source ISSN
1536-5026
Original Item ID
DOI: 10.1097/01.NEP.0000000000001163
Abstract
AIM
This study evaluated the impact of a single dose of training in Debriefing for Meaningful Learning (DML) on learner knowledge outcomes and time spent in debriefing.
BACKGROUND
Regulatory bodies recommend that faculty who debrief receive training and competence assessment to ensure positive student learning outcomes, yet there is little literature describing the training needed. There is also little understanding of the impact of a single training on the length of debriefing, debriefer skill, and learner outcomes.
METHOD
Following training, debriefers submitted a recorded debriefing for assessment by experts; their learners completed knowledge assessment tests at three time points.
RESULTS
Longer debriefing time led to higher DML Evaluation Scale scores. Learner knowledge scores improved and later decayed.
CONCLUSION
The results of this study contribute to the evidence about the importance of training to debrief well, the impact of training on the length of debriefing time, and subsequent learner outcomes.
Recommended Citation
Sherraden Bradley, Cynthia; Johnson, Brandon Kyle; Woda, Aimee A.; Hansen, Jamie; Loomis, Ann; and Dreifuerst, Kristina, "The Impact of Single-Dose Debriefing for Meaningful Learning Training on Debriefer Quality, Time, and Outcomes: Early Evidence to Inform Debriefing Training and Frequency" (2023). College of Nursing Faculty Research and Publications. 1000.
https://epublications.marquette.edu/nursing_fac/1000
Comments
Nursing Education Perspectives, Vol. 44, No. 6 (November/December 2023): E33-E38. DOI.