Document Type
Article
Publication Date
9-2023
Publisher
Lippincott, Williams & Wilkins
Source Publication
Nurse Educator
Source ISSN
0363-3624
Original Item ID
DOI: 10.1097/NNE.0000000000001405
Abstract
Background:
Learning to effectively debrief with student learners can be a challenging task. Currently, there is little evidence to support the best way to train and evaluate a debriefer's competence with a particular debriefing method.
Purpose:
The purpose of this study was to develop and test an asynchronous online distributed modular training program with repeated doses of formative feedback to teach debriefers how to implement Debriefing for Meaningful Learning (DML).
Methods:
Following the completion of an asynchronous distributed modular training program, debriefers self-evaluated their debriefing and submitted a recorded debriefing for expert evaluation and feedback using the DML Evaluation Scale (DMLES).
Results:
Most debriefers were competent in DML debriefing after completing the modular training at time A, with DMLES scores increasing with each debriefing submission.
Conclusion:
The results of this study support the use of an asynchronous distributed modular training program for teaching debriefers how to implement DML.
Recommended Citation
Woda, Aimee A.; Bradley, Cynthia Sherraden; Johnson, Brandon Kyle; Hansen, Jamie; Loomis, Ann; Pena, Sylvia; Singh, Maharaj; and Dreifuerst, Kristina, "Testing the Impact of an Asynchronous Online Training Program with Repeated Feedback" (2023). College of Nursing Faculty Research and Publications. 999.
https://epublications.marquette.edu/nursing_fac/999
Comments
Accepted version. Nurse Educator, Vol. 48, No. 5 (September/October 2023): 254-259. DOI. © 2023 Lippincott Williams & Wilkins, Inc. Used with permission.