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.
Recommended Citation
Sherraden Bradley, Cynthia and Dreifuerst, Kristina, "Pilot Testing the Debriefing for Meaningful Learning Evaluation Scale" (2016). College of Nursing Faculty Research and Publications. 652.
https://epublications.marquette.edu/nursing_fac/652
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.