Document Type

Article

Language

eng

Publication Date

7-2016

Publisher

Elsevier

Source Publication

Clinical Simulation in Nursing

Source ISSN

1876-1399

Abstract

Background

Debriefing for Meaningful Learning (DML), an evidence-based debriefing method, promotes thinking like a nurse through reflective learning. Despite widespread adoption of DML, little is known about how well it is implemented. To assess the effectiveness of DML implementation, an evaluative rubric was developed and tested.

Sample

Three debriefers who had been trained to use DML at least 1 year previously, submitted five recorded debriefings each for evaluation.

Methods

Three raters who were experts in DML scored each of the 15 recorded debriefing session using DML Evaluation Scale (DMLES). Observable behaviors were scored with binary options. These raters also assessed the items in the DMLES for content validity.

Results

Cronbach's alpha, intraclass correlation coefficients, and Content Validity Index scores were calculated to determine reliability and validity.

Conclusion

Use of DMLES could support quality improvement, teacher preparation, and faculty development. Future testing is warranted to investigate the relationship between DML implementation and clinical reasoning.

Comments

Accepted version. Clinical Simulation in Nursing, Vol. 12, No. 7 (July 2016): 277-280. DOI. © 2016 Elsevier. Used with permission.

Kristina Thomas Dreifuerst was affiliated with Indiana University at the time of publication.

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