Evaluating the Debriefer through the Debriefing for Meaningful Learning''Evaluative Rubric

2.50
Hdl Handle:
http://hdl.handle.net/10755/601777
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
Evaluating the Debriefer through the Debriefing for Meaningful Learning''Evaluative Rubric
Other Titles:
Enhancing Simulation Experience through Debriefing and Evaluation [Session]
Author(s):
Bradley, Cynthia S.
Lead Author STTI Affiliation:
Alpha
Author Details:
Cynthia S. Bradley, RN, cynbradl@umail.iu.edu
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.'
Keywords:
Debriefing; Thinking like a nurse; Evaluation
Repository Posting Date:
17-Mar-2016
Date of Publication:
17-Mar-2016 ; 17-Mar-2016
Other Identifiers:
INRC15M10
Conference Date:
2015
Conference Name:
26th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
San Juan, Puerto Rico
Description:
Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleEvaluating the Debriefer through the Debriefing for Meaningful Learning''Evaluative Rubricen
dc.title.alternativeEnhancing Simulation Experience through Debriefing and Evaluation [Session]en
dc.contributor.authorBradley, Cynthia S.en
dc.contributor.departmentAlphaen
dc.author.detailsCynthia S. Bradley, RN, cynbradl@umail.iu.eduen
dc.identifier.urihttp://hdl.handle.net/10755/601777-
dc.description.abstractSession 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.'en
dc.subjectDebriefingen
dc.subjectThinking like a nurseen
dc.subjectEvaluationen
dc.date.available2016-03-17T12:55:16Zen
dc.date.issued2016-03-17-
dc.date.issued2016-03-17en
dc.date.accessioned2016-03-17T12:55:16Zen
dc.conference.date2015en
dc.conference.name26th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationSan Juan, Puerto Ricoen
dc.descriptionResearch Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.en
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